Guide for Writing IEPs - The Special Education Team - Wisconsin.gov
Guide for Writing IEPs - The Special Education Team - Wisconsin.gov
Guide for Writing IEPs - The Special Education Team - Wisconsin.gov
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Updated December 2010- DRAFT<br />
A <strong>Guide</strong> <strong>for</strong> <strong>Writing</strong> <strong>IEPs</strong>
Comments<br />
DRAFT December 2010<br />
We are interested in improving this guide and welcome your suggestions. You can<br />
email your comments to the <strong>Special</strong> <strong>Education</strong> <strong>Team</strong> at dpisped@dpi.wi.<strong>gov</strong>.<br />
This <strong>Guide</strong> is available at http://dpi.wi.<strong>gov</strong>/sped/pdf/iepguide.pdf
Contents<br />
Preface............................................................................................................................................ iv<br />
Acknowledgements ........................................................................................................................ iv<br />
Introduction ......................................................................................................................................v<br />
Outline: <strong>The</strong> IEP Development Process .........................................................................................1<br />
Planning and Conducting the IEP <strong>Team</strong> Meeting ...................................................................... 1<br />
IEP <strong>Team</strong> Meeting Discussion Points ........................................................................................ 4<br />
IEP Discussion Components ............................................................................................................8<br />
Present Level of Academic Achievement and Functional Per<strong>for</strong>mance (PLAAFP) ................. 8<br />
<strong>Special</strong> Factors ......................................................................................................................... 11<br />
Annual Goal Statements including Short Term Objectives or Benchmarks and Progress<br />
Measurement and Reporting .................................................................................................... 13<br />
Participation in State and District Assessments ....................................................................... 16<br />
Statement of Transition Service Needs (Beginning at Age 14) ............................................... 18<br />
IEP Program Summary: Statement of Services, Participation in Regular <strong>Education</strong> Classes<br />
(environment), and Extra Curricular and Non-Academic Activities ....................................... 20<br />
Appendix A: Case Examples ........................................................................................................24<br />
Dan’s IEP ................................................................................................................................. 25<br />
Ed’s IEP ................................................................................................................................... 32<br />
Erin’s IEP ................................................................................................................................. 38<br />
Jamal’s IEP .............................................................................................................................. 50<br />
Appendix B: Tools <strong>for</strong> Developing and Tracking an IEP..............................................................57<br />
IEP Review Checklist .............................................................................................................. 58<br />
Sample Report of Student Progress Toward Annual Goals ..................................................... 62<br />
Access to General Curriculum (Standards & <strong>IEPs</strong>) ................................................................. 63<br />
Appendix C: Resources..................................................................................................................64<br />
Resources ................................................................................................................................. 65<br />
Draft December 2010 iii
Preface<br />
This guide is intended to provide technical assistance <strong>for</strong> educators, parents, and others who<br />
develop Individualized <strong>Education</strong> Programs (<strong>IEPs</strong>) <strong>for</strong> students with disabilities. <strong>The</strong> IEP ensures<br />
that a student with a disability receives a Free Appropriate Public <strong>Education</strong> (FAPE) in the least<br />
restrictive environment (LRE). This guide will assist the IEP team in developing a meaningful<br />
plan that can be implemented to meet each student’s unique needs.<br />
<strong>The</strong> following basic beliefs guided the development of this document. <strong>The</strong> IEP is:<br />
• an important legal document written <strong>for</strong> students with disabilities;<br />
• developed together through discussion at an IEP team meeting;<br />
• more than a collection of papers;<br />
• a process that is just as important as the product;<br />
• a communication tool <strong>for</strong> parents, school and others;<br />
• an opportunity <strong>for</strong> parents and school personnel to work together as EQUALS; and<br />
• a vehicle <strong>for</strong> joint planning, problem solving and decision-making.<br />
<strong>The</strong> content of this guide is based on the Individuals with Disabilities <strong>Education</strong> Act (IDEA<br />
2004) and Chapter 115 of the <strong>Wisconsin</strong> Statutes with their implementing regulations. Both state<br />
and federal law identify the required Components of the IEP. This guide provides descriptions<br />
and examples of required IEP elements from the statement of present level of academic<br />
achievement and functional per<strong>for</strong>mance (PLAAFP) through the summary of educational<br />
services. It does not address determination of eligibility <strong>for</strong> services, placement, notice, or other<br />
requirements related to the IEP process.<br />
<strong>Wisconsin</strong> local educational agencies (LEAs) responsible <strong>for</strong> insuring students with disabilities<br />
receive FAPE have adopted WDPI sample <strong>for</strong>ms, <strong>for</strong>ms adapted by CESAs, or have developed<br />
their own <strong>for</strong>ms <strong>for</strong> documenting the IEP process. All <strong>for</strong>ms documenting IEP team decisions<br />
must contain the components required by state and federal laws and described in this guide.<br />
Acknowledgements<br />
Many individuals have contributed to this guide by sharing their expertise. We would like to<br />
acknowledge the following people <strong>for</strong> their role in the development of this guide:<br />
• Professional colleagues, teachers, parents and administrators across the state who provided<br />
feedback<br />
• Erin Arango-Escalante, Consultant, <strong>Wisconsin</strong> Department of Public Instruction<br />
• Sandy Berndt, Consultant, <strong>Wisconsin</strong> Department of Public Instruction<br />
• Brian Johnson, Consultant, <strong>Wisconsin</strong> Department of Public Instruction<br />
• Paul Sherman, Consultant, <strong>Wisconsin</strong> Department of Public Instruction<br />
• Christina Spector, Consultant, <strong>Wisconsin</strong> Department of Public Instruction<br />
• Paula Volpiansky, Consultant, <strong>Wisconsin</strong> Department of Public Instruction<br />
We would like to offer special thanks to the following individuals <strong>for</strong> their previous work on IEP<br />
technical assistance materials and input into this guide:<br />
• Kathy Laffin, Independent Consultant<br />
• Arlene Wright, Independent Consultant<br />
Draft December 2010 iv
Introduction<br />
This technical assistance guide is intended to provide readers with an overview of how to<br />
develop a student’s IEP within the framework of the IEP team meeting. This guide does not<br />
address evaluation or placement decisions. <strong>The</strong> guide begins with an outline of the IEP<br />
development process (as completed during an IEP team meeting) and end product (components<br />
addressed in the IEP document). Following the outline, there is a summary of each component<br />
covered during a typical IEP team meeting. Each component section is organized around the<br />
following content:<br />
• Key questions<br />
• Legal citations<br />
• DPI resources<br />
• Definition<br />
• Purpose<br />
• Key characteristics<br />
<strong>The</strong> appendices of the guide include IEP content examples <strong>for</strong> students of different ages<br />
representing a range of disability related needs. <strong>The</strong> examples illustrate the application of the IEP<br />
component summaries and are annotated to provide further guidance <strong>for</strong> the user. An IEP<br />
checklist, references and related resources are also provided.<br />
Draft December 2010 v
Outline: <strong>The</strong> IEP Development Process<br />
<strong>The</strong> development of a student’s IEP involves both “process” (IEP team meeting discussion) and<br />
“product” (written IEP documentation). This section includes recommendations <strong>for</strong> districts to<br />
consider regarding managing the IEP process including:<br />
• planning the meeting;<br />
• conducting the meeting;<br />
• concluding the meeting;<br />
• follow-up after the meeting.<br />
Planning and Conducting the IEP <strong>Team</strong> Meeting<br />
Planning the Meeting: 1. Identify roles<br />
• Facilitator - Person who keeps the meeting moving <strong>for</strong>ward.<br />
<strong>The</strong> facilitator also ensures everyone participates and<br />
discussion is recorded.<br />
• Recorder - Person who takes notes <strong>for</strong> later use in completing<br />
IEP <strong>for</strong>ms, or who enters in<strong>for</strong>mation on the IEP <strong>for</strong>ms during<br />
the meeting.<br />
• Time Keeper - Person who reminds participants of the<br />
meeting time frame.<br />
2. Outline meeting agenda<br />
• Introduction of participants.<br />
• Discussion of meeting ground rules and guidelines.<br />
• Discussion of considerations<br />
o Recent evaluation data relevant to the student’s disability<br />
related needs (NOTE: IEP team evaluation and<br />
reevaluation is not addressed in this guide).<br />
o Student’s strengths and parental concerns.<br />
o Review of prior IEP progress (unless initial IEP).<br />
o Student’s academic, developmental, and functional needs.<br />
• Discussion of IEP components to be addressed in IEP<br />
document.<br />
• Anticipated length of the meeting (generally 1-1 ½ hours; varies<br />
based on student needs and complexity of needed services).<br />
3. Set up meeting room<br />
• Set up a table appropriate <strong>for</strong> the size of the group with no<br />
assigned seating (round table is preferable)<br />
• Arrange <strong>for</strong> writing surface <strong>for</strong> public notes<br />
o It is good practice to publicly record important workprocess<br />
notes during the meeting using a whiteboard, LCD<br />
and computer, large post-it-notes or flipchart.<br />
• Make arrangements <strong>for</strong> reasonable accommodations <strong>for</strong> any<br />
participant who has a disability<br />
Draft September 2010 1
Conducting the Meeting: 1. Set the stage <strong>for</strong> collaboration<br />
• Introduce participants.<br />
• Review the purpose of meeting.<br />
• Provide an overview of the agenda, remind participants of<br />
ground rules and guidelines, and state the anticipated length of<br />
meeting.<br />
• Assign someone to record issues <strong>for</strong> discussion at a later date.<br />
Review these items prior to ending the meeting.<br />
• In<strong>for</strong>m parents of their right to request more time and a copy<br />
of the most recent evaluation report.<br />
• Use descriptive language; avoid the use of jargon or terms all<br />
IEP team participants may not be familiar with. Offer and be<br />
willing to stop and explain terminology.<br />
2. Discuss each IEP component:<br />
<strong>Team</strong> discusses key questions listed in IEP <strong>Team</strong> Meeting<br />
Discussion Points (see next section of guide) <strong>for</strong> each IEP<br />
component.<br />
• What is the student doing now in relationship to the general<br />
curriculum and what are the student’s other disability related<br />
needs? (PLAAPF)<br />
• Are there special factors that need to be considered?<br />
• What should the student be doing in the next 12 months?<br />
(Goal)<br />
• How will progress toward goals be measured and reported?<br />
• Will the student participate in regular state and district<br />
assessments or alternate assessment?<br />
• What are the student’s transition service needs (no later than<br />
age 14)?<br />
• What special education and other services are needed? (IEP<br />
Program Summary)<br />
• Where will the student receive services? (IEP Program<br />
Summary-extent of participation in general education<br />
environment; part of LRE consideration)<br />
3. Enhance team communication and collaboration:<br />
• Actively involve parent(s) and outside agency representatives<br />
(as appropriate) in the IEP meeting.<br />
• Prompt parents to share in<strong>for</strong>mation if they do not do so on<br />
their own. Acknowledge their input, insight and experience.<br />
• Provide students with the opportunity to play an meaningful<br />
and active role in the development of their IEP<br />
• Acknowledge family’s ef<strong>for</strong>ts and respond to family’s<br />
viewpoints, suggestions and concerns.<br />
• Be aware of participants; ask questions or provide clarification<br />
to enhance mutual understanding and meaningful participation<br />
Draft September 2010 2
Concluding the Meeting:<br />
Follow-up after the<br />
Meeting:<br />
• Share student progress data when discussing IEP goals and<br />
needs.<br />
• Participants (parents and educators) confirm areas of<br />
agreement and discuss areas not in agreement with goal of<br />
reaching consensus (voting is not appropriate).<br />
• If consensus can not be reached, the district and parent may<br />
wish to discuss whether mediation or facilitated IEP would<br />
help them resolve any remaining issues.<br />
1. Briefly summarize the IEP team discussion.<br />
2. Focus on a shared vision between parents and educators <strong>for</strong><br />
working on goals at home and at school.<br />
3. In<strong>for</strong>m parents when the completed IEP document will be sent to<br />
them if the IEP has not been completed at the meeting (Note: the<br />
new or revised IEP cannot be implemented until parents receive<br />
placement notice and a copy of the IEP).<br />
1. Complete written IEP documentation and send to parents if not<br />
completed by the end of the meeting. Contact parent to verify<br />
IEP was received and if parents have any questions that need<br />
clarification? Appendix A of this guide provides examples of IEP<br />
documentation content.<br />
2. All of the student’s teachers, special education and general<br />
education, related service personnel and others who have the<br />
responsibility <strong>for</strong> implementing the student’s IEP must be<br />
in<strong>for</strong>med of their responsibilities. One way to do this is to give<br />
each person a copy of the student’s IEP.<br />
3. Reconvene the IEP team at least annually to review the IEP.<br />
Reconvene the IEP team to review and revise the IEP more<br />
frequently if the student is not making expected progress to<br />
meeting goals, following a reevaluation, if the student’s needs<br />
change, if new in<strong>for</strong>mation is provided by the parents, or to<br />
address other matters as determined by the district.<br />
4. For students with transition services provided by outside<br />
agencies, reconvene the IEP team if services are not being<br />
provided and identify alternative strategies to meet transition<br />
objectives.<br />
Refer to Appendix B – IEP Review Checklist.<br />
Draft September 2010 3
IEP <strong>Team</strong> Meeting Discussion Points<br />
<strong>The</strong> student’s annual IEP is developed by the IEP team participants during an IEP team meeting<br />
discussion (process). <strong>The</strong> resulting IEP document (product) reflects decisions made by the IEP<br />
team about the student’s disability related needs and how they will be addressed. <strong>The</strong> IEP<br />
process is ongoing and includes annual IEP development, discussion of student progress towards<br />
goal, and IEP review and revision at least once a year.<br />
Process Questions Product – IEP Components<br />
Present Level of Academic Achievement and Functional Per<strong>for</strong>mance (PLAAFP)<br />
(see pgs 8-10)<br />
Key Question:<br />
1. Can you describe what the student is doing now?<br />
• Strengths<br />
What is the student doing now? • Needs related to the student’s disability<br />
• Parent concerns<br />
2. How does the student’s disability affect the student’s<br />
involvement and progress in the general education<br />
curriculum (the same curriculum as <strong>for</strong> nondisabled<br />
students) OR <strong>for</strong> preschoolers, how does the student’s<br />
disability affect involvement in age-appropriate activities?<br />
3. To what extent, if any, the student would not be involved in<br />
the general curriculum or, <strong>for</strong> preschoolers, age-appropriate<br />
activities?<br />
4. Does the PLAAFP establish a baseline of in<strong>for</strong>mation about<br />
the student that can be used as the starting point from which<br />
to determine progress toward annual goals?<br />
• Describes both academic and non-academic areas such<br />
as classroom, community, bus, lunchroom<br />
• Includes current <strong>for</strong>mal and in<strong>for</strong>mal educational<br />
per<strong>for</strong>mance data<br />
• Describes per<strong>for</strong>mance areas meaningful in the student’s<br />
life and daily environment<br />
• Uses understandable language<br />
• Describes learning accommodations, learning strategies<br />
<strong>Special</strong> Factors (See pgs. 11-12)<br />
Key Question:<br />
Are there special factors that<br />
need to be considered to allow<br />
the student to benefit from his or<br />
her education?<br />
1. Has the IEP team considered all the special factors without<br />
regard to disability category?<br />
• Behavior<br />
• Limited English proficiency<br />
• Communication<br />
• Assistive technology<br />
Draft September 2010 4
2. If the student is visually impaired, has the IEP team<br />
considered the student’s need <strong>for</strong> Braille instruction?<br />
3. If the student is hearing impaired, has the IEP team<br />
considered the following?:<br />
• the student’s language and communication needs<br />
• opportunities <strong>for</strong> direct communication with peers and<br />
school staff<br />
• the student’s academic level and full range of needs<br />
Annual Goals (See pgs. 13-15)<br />
Key Question:<br />
What should the student be<br />
doing? (Goal)<br />
Key Question:<br />
What will the student need to do<br />
to achieve each goal?<br />
(Objectives or benchmarks)<br />
Key Question:<br />
How will progress toward goals<br />
be measured and reported?<br />
1. What can the student reasonably be expected to accomplish<br />
in 12 months?<br />
2. What areas of the general curriculum are affected by the<br />
disability?<br />
3. What other academic or functional disability related needs<br />
should be addressed (including behavior, motor, socialemotional,<br />
communication, self-help)?<br />
4. Is each goal measurable? ( <strong>The</strong> student… will do what… to<br />
what level/degree.)<br />
5. Are the goals related to in<strong>for</strong>mation in the PLAAFP?<br />
Short Term Objectives or Benchmarks (See pg.14 ): Required <strong>for</strong> students<br />
with disabilities who participate in the <strong>Wisconsin</strong> Alternate Assessment <strong>for</strong><br />
Students with Disabilities (WAA-SwD); optional <strong>for</strong> other students.<br />
1. What sequential intermediate steps or temporal milestones<br />
are needed to reach goal (2 or more <strong>for</strong> each goal)?<br />
2. What indicators of progress toward meeting the goal will be<br />
measured intermittently during the year?<br />
Measurement and Reporting (See pg. 14-15)<br />
1. Do the procedures measure and document progress toward<br />
the annual goal? Caution: <strong>The</strong> use of traditional<br />
standardized tests to measure progress does not allow <strong>for</strong><br />
periodic progress monitoring. Measurement of progress<br />
toward goals should be ongoing and include intermittent<br />
data collection that provides updated evidence at the time<br />
progress is reported to parents.<br />
2. Is progress on annual goals reported to parents<br />
periodically? See Appendix B – Sample Report of Student<br />
Progress Toward Annual Goals<br />
Draft September 2010 5
Participation in State and District Assessments (See pgs. 16-17)<br />
Key Question:<br />
Will the student participate in<br />
state and district assessments?<br />
1. Has the IEP team considered if the student will be eligible<br />
to participate in the <strong>Wisconsin</strong> Knowledge and Concepts<br />
Examination (WKCE) during the term of the IEP (required<br />
<strong>for</strong> 3rd, 4th, 5th, 6th, 7th, 8th and 10th grades)?<br />
2. Has the IEP team considered the student’s participation in<br />
district-wide standardized assessments?<br />
3. For students who need assessment accommodations, have<br />
the accommodations been listed in the IEP?<br />
4. For students participating in the <strong>Wisconsin</strong> Alternate Assess<br />
ment-Students with Disabilities (WAA-SwD), has the IEP<br />
team completed the WAA-SwD Participation Checklist ?<br />
Transition (infused throughout the student’s IEP) (See pgs. 18-19)<br />
Key Questions:<br />
Beginning at age 14: What are<br />
the student’s post-school goals?<br />
What services, supports or<br />
programs does the student need<br />
to achieve his/her post-school<br />
goals?<br />
Is the student linked to needed<br />
post-school services, supports or<br />
programs be<strong>for</strong>e leaving school?<br />
1. Has an age-appropriate transition assessment of the student<br />
been conducted and documented?<br />
2. Has a statement of measurable post-school goals been<br />
developed related to training, education, employment, and,<br />
where appropriate, independent living?<br />
3. Has a course of study aligned with the student’s desired<br />
post-school goals been developed?<br />
4. Have annual goals been developed that will reasonably<br />
enable the student to meet his/her postsecondary goals?<br />
5. Does the IEP specify any needed transition services in:<br />
• Instruction<br />
• Related services<br />
• Community experiences<br />
• Employment<br />
• Post-school living objectives<br />
• Functional vocational evaluation<br />
• Daily living skills<br />
6. Have the student, his/her parents, and appropriate agencies<br />
been invited in writing to the IEP meeting? If the student is<br />
unable to attend, have steps been taken to ensure his/her<br />
needs, preferences, and interests were considered?<br />
7. After the initial development of the student’s transition<br />
plan, has it been reviewed and revised on an annual basis?<br />
8. If the student will be turning 18, has the transfer of parental<br />
rights been discussed?<br />
9. Has there been discussion about the student’s graduation<br />
status if the student may be graduating prior to the end of<br />
the IEP term?<br />
Draft September 2010 6
IEP Program Summary: Statement of Services, Participation in Regular<br />
<strong>Education</strong> Classes, Extra Curricular, and Non-Academic Activities (See pgs. 20-23)<br />
Key Question:<br />
What special education and<br />
other services are needed <strong>for</strong> the<br />
student to advance toward<br />
attaining his or her goals, be<br />
involved and progress in the<br />
general curriculum, and be<br />
educated with non-disabled<br />
peers?<br />
Key Question:<br />
Where will the student be<br />
educated?<br />
Key Question:<br />
Will the student participate with<br />
non-disabled peers in<br />
extracurricular and<br />
nonacademic activities?<br />
Statement of Services (See pgs. 20-21)<br />
1. Has the IEP team described the student specific services <strong>for</strong>:<br />
• <strong>Special</strong> education (specially designed instruction)<br />
• Related services<br />
• Supplementary aids and services<br />
• Program modifications or supports <strong>for</strong> school personnel<br />
2. For each service has the IEP team described:<br />
• Frequency and amount<br />
• Location (e.g., general education classroom, special<br />
education classroom, lunchroom, etc.)<br />
• Duration<br />
3. Are the services based on peer-reviewed research to the<br />
extent practicable?<br />
Participation in Regular <strong>Education</strong> Classes (environment) (See<br />
pgs. 22-23)<br />
Has the IEP team considered:<br />
1. To what extent can the student be educated in the general<br />
education environment with the use of supplementary aids<br />
and services?<br />
2. To what extent can the student’s special education and<br />
related services be provided in the general education<br />
environment ?<br />
3. Can any of the student’s IEP goals can be addressed in<br />
general education settings?<br />
Extra Curricular and Nonacademic Activities (See pg. 23)<br />
1. What special education or supports, if any, are needed to<br />
allow the student to participate in extracurricular and<br />
nonacademic activities?<br />
2. Are there any activities the student is unable to participate<br />
in even with support?<br />
<strong>The</strong> next section of this guide provides a summary of each component noted in the above<br />
outline.<br />
Draft September 2010 7
IEP Discussion Components<br />
Present Level of Academic Achievement and Functional Per<strong>for</strong>mance<br />
(PLAAFP)<br />
Key Question: What is the student doing now?<br />
1. What are the students:<br />
• Strengths?<br />
• Needs related to the student’s disability?<br />
• Parent concerns?<br />
• Current levels of academic achievement and functional<br />
per<strong>for</strong>mance?<br />
2. How does the student’s disability affect the student’s involvement and<br />
progress in the general education curriculum (the same curriculum as<br />
<strong>for</strong> nondisabled students) OR <strong>for</strong> preschoolers, how does the student’s<br />
disability affect involvement in age-appropriate activities?<br />
• To what extent, if any, the student would not be involved in the<br />
general curriculum or, <strong>for</strong> preschoolers, age-appropriate activities?<br />
3. Does the PLAAFP establish a baseline of in<strong>for</strong>mation about the student<br />
that can be used as the starting point from which to determine progress<br />
toward annual goals?<br />
• Describes both academic and non-academic areas such as classroom,<br />
community, bus, lunchroom<br />
• Includes current <strong>for</strong>mal and in<strong>for</strong>mal educational per<strong>for</strong>mance data<br />
• Describes per<strong>for</strong>mance areas meaningful in the student’s life and<br />
daily environment<br />
• Uses understandable language<br />
• Describes learning accommodations, learning strategies<br />
4. Does the PLAAF address program modifications, accommodations,<br />
learning strategies, etc. that help the student participate in general<br />
education curriculum and environments?<br />
Legal Citation(s) 34 C.F.R. §300.320(a)(1); 34 C.F.R. §300.320(a)(5)<br />
Wis. Stat. §115.787(2)(a); Wis. Stat. §115.787(2)(d)<br />
DPI Resources DPI Sample Form I-4 and accompanying <strong>for</strong>ms guide<br />
<strong>Guide</strong> to Connecting Academic Standards and <strong>IEPs</strong> -<br />
http://dpi.wi.<strong>gov</strong>/sped/pdf/iepstandardsguide.pdf<br />
Definition: A statement about the student’s:<br />
• Strengths<br />
• Current levels of academic achievement and functional per<strong>for</strong>mance<br />
• Needs resulting from the disability that affect involvement and<br />
Draft September 2010 8
progress in the general education curriculum (<strong>for</strong> preschoolers, ageappropriate<br />
activities)<br />
• Needs resulting from the disability that affect behavior, motor,<br />
communication, social-emotional or self-help skills<br />
• Parental concerns<br />
<strong>The</strong> PLAAPF provides a baseline <strong>for</strong> IEP goals<br />
General education curriculum refers to what the student will be taught,<br />
not where the student will be taught. <strong>The</strong> general education curriculum is<br />
the common core of subjects and other curricular areas adopted by the<br />
district, or school within a district, <strong>for</strong> all students within each general age<br />
or grade grouping from preschool through secondary school. “Full time in<br />
the general curriculum” means the student’s instruction addresses the<br />
standards <strong>for</strong> nondisabled children in the student’s general age or grade<br />
grouping in all areas of the LEA’s curriculum. A student with a disability<br />
may participate in the general curriculum with or without<br />
accommodations. A student may participate in the general education<br />
curriculum even if the student receives instruction in a special education<br />
environment (e.g. resource room).<br />
Purpose: To establish a baseline of measurable in<strong>for</strong>mation that serves as the<br />
starting point from which to measure progress toward annual goals.<br />
Key Characteristics: • Individualized<br />
• Measurable means observable (you can see it, hear it, touch it)<br />
• Describes both academic and non-academic areas of need related to the<br />
disability<br />
• Academic achievement refers to a student’s per<strong>for</strong>mance in academic<br />
content areas (e.g. reading, language arts, math, science, history)<br />
• Functional refers to purposeful and practical activities in a student’s<br />
daily environment(s) such as classroom, community, bus, or lunchroom.<br />
Functional per<strong>for</strong>mance includes the following:<br />
o Activities and skills not considered academic or directly related to<br />
a student’s academic achievement<br />
o Routine activities of daily living<br />
o Skills needed <strong>for</strong> independence and per<strong>for</strong>mance at school, in the<br />
home, in the community, <strong>for</strong> leisure time, and <strong>for</strong> post-secondary<br />
and life-long learning<br />
o Motor skills, personal care, time and money, school/work habits,<br />
home/community orientation<br />
o Behavior and interpersonal relationships<br />
• Includes current <strong>for</strong>mal and in<strong>for</strong>mal educational per<strong>for</strong>mance data such<br />
as curriculum based measurements, IEP progress monitoring, behavior<br />
rating scales<br />
Draft September 2010 9
• Includes baseline data <strong>for</strong> each annual goal (including transition when<br />
age-appropriate)<br />
• Uses understandable language<br />
• Describes specific learning accommodations, learning strategies, level<br />
of independence, and general need <strong>for</strong> assistance<br />
• Addresses the impact of the disability on the student’s life<br />
• Reflects consideration of all academic and non-academic areas affected<br />
by the student’s disability<br />
• Addresses the student’s ability to participate in the general education<br />
curriculum and environment and the extent to which the student can be<br />
involved full-time in the general education curriculum or, <strong>for</strong><br />
preschoolers, in age appropriate programming. (See Appendix B-<br />
Access to General Curriculum (Standards & <strong>IEPs</strong>)<br />
• When considering post-secondary transition, address the student’s<br />
present levels of per<strong>for</strong>mance related to the student’s need <strong>for</strong> postsecondary<br />
training, education, employment, and, where appropriate,<br />
independent living skills<br />
Keep this in mind! Your PLAAFP is complete when:<br />
• It describes both the academic achievement and functional per<strong>for</strong>mance of the student;<br />
• It describes the student’s disability related needs in an observable and measurable way;<br />
• A stranger can read it and understand what the student is doing; AND<br />
• It describes how the disability affects the student’s involvement and progress in the general<br />
education curriculum.<br />
Draft September 2010 10
<strong>Special</strong> Factors<br />
Key Question: Are there special factors that need to be considered to allow<br />
students to benefit from their education?<br />
Legal Citation(s) 34 C.F.R. §300.324(a)(2); Wis. Stat. §115.787(3)(b)<br />
DPI Resources DPI Sample Forms I-4 and I-5 and accompanying <strong>for</strong>ms guide<br />
Definition: <strong>Special</strong> factors are considerations about how each of the following affect<br />
the student’s ability to receive FAPE:<br />
• Behavior<br />
• Limited English proficiency<br />
• Assistive technology<br />
• Braille needs <strong>for</strong> students who have visual impairments<br />
• Communication needs of students<br />
o <strong>Special</strong> considerations <strong>for</strong> students with deafness or hearing<br />
impairments<br />
Key Characteristics: <strong>Special</strong> factors should be considered without regard to disability category<br />
(e.g. think about behavioral factors <strong>for</strong> all students not just those with<br />
emotional behavioral disabilities). <strong>The</strong>re are specific special factors to<br />
consider <strong>for</strong> students who have vision and hearing impairments.<br />
Behavior:<br />
Key Questions: 1. Is the student’s behavior impacting his or her learning or that of<br />
others?<br />
2. If yes, what positive behavioral interventions, supports, or other<br />
strategies could address the behavior?<br />
3. If special education services are needed to address the student’s<br />
behavior needs, are the needs addressed in the IEP ( e.g. in PLAAPF,<br />
goals and services as appropriate)?<br />
Limited English Proficiency:<br />
Key Questions: 1. Does the student’s level of English language proficiency affect the<br />
special education and related services needed by the student? If so,<br />
to what extent?<br />
2. Will any of the special education and related services needed by the<br />
student be provided in a language other than English?<br />
Draft September 2010 11
Communication:<br />
Key Questions: 1. Does the student have communication needs that hinder learning?<br />
2. Does the student need to learn or use special language or<br />
communication skills and strategies?<br />
3. If special education services are needed to address the student’s<br />
communication needs, are the needs addressed in the IEP ( e.g. in<br />
PLAAPF, goals and services as appropriate)<br />
4. For students who are deaf or hard of hearing also ask:<br />
• Does the student have opportunities <strong>for</strong> direct communication<br />
with peers and professional personnel in his or her language and<br />
communication mode and at the student’s academic level? For<br />
example, a hearing impaired student may need opportunities to<br />
communicate with peers and teachers with American Sign<br />
Language (ASL).<br />
• What is the student’s full range of needs, including opportunities<br />
<strong>for</strong> direct instruction in the student’s language and<br />
communication mode?<br />
Assistive Technology:<br />
Key Questions: 1. What, if any, assistive technology devices or services does the student<br />
need to achieve her or his annual goals?<br />
2. Does the student require special assistive technology to participate in<br />
the general education curriculum or environment?<br />
3. Does the student need to learn new or improve skills to use assistive<br />
technology devices and/or services?<br />
4. If special education services are needed to address the student’s<br />
behavior needs, are the needs addressed in the IEP (e.g. in PLAAPF,<br />
goals and services as appropriate)?<br />
Braille Needs For Students With Visual Impairments:<br />
Key Questions: 1. What are the student’s reading and writing skills?<br />
2. What learning medium (or media) does the student need to access core<br />
and expanded curriculum areas? Does the student need to use Braille<br />
in any area?<br />
3. Does the student need instruction in Braille?<br />
4. If a learning media other than Braille is determined to be more<br />
appropriate <strong>for</strong> the student at this time, indicate the criteria used to<br />
make this decision.<br />
5. If special education services are needed to address the student’s<br />
behavior needs, are the needs addressed in the IEP ( e.g. in PLAAPF,<br />
goals and services as appropriate)?<br />
Draft September 2010 12
Annual Goal Statements including Short Term Objectives or<br />
Benchmarks and Progress Measurement and Reporting<br />
Annual Goal<br />
Key Question: What should the student be doing in the next 12 months?<br />
1. What areas of the general curriculum are affected by the disability?<br />
2. What are each of the student’s other educational needs resulting from<br />
the student’s disability (academic and functional) including behavior,<br />
motor, social-emotional, communication, and self-help?<br />
3. Is each disability related need that you will be writing a goal <strong>for</strong><br />
addressed in the PLAAPF?<br />
Legal Citation(s) 34 C.F.R. §300.320(a)(2)(i); Wis. Stat. §115.787(2)(b)<br />
DPI Resources DPI Sample Form I-6 and accompanying <strong>for</strong>ms guide<br />
<strong>Guide</strong> to Connecting Academic Standards and <strong>IEPs</strong>-<br />
http://dpi.wi.<strong>gov</strong>/sped/pdf/iepstandardsguide.pdf<br />
Definition: An annual goal:<br />
• Is directly related to meeting a student need identified in the PLAAFP<br />
• Addresses the student’s disability related needs to enable participation<br />
in the general education curriculum<br />
• Addresses any other education needs related to the disability<br />
• Specifies a clear, measurable level of attainment: the student… will<br />
do what… to what level/degree<br />
• Addresses academic and functional skill areas<br />
• Includes short-term objectives or benchmarks <strong>for</strong> students with<br />
disabilities who take an alternative assessment aligned with alternate<br />
achievement standards (WAA-SWD); not required <strong>for</strong> students who take<br />
the <strong>Wisconsin</strong> knowledge and concepts examination (WKCE)<br />
Purpose: To describe what a student can reasonably be expected to accomplish<br />
within 12 months.<br />
Key Characteristics: • Related to meeting needs that result from the disability to enable<br />
involvement and progress in the general curriculum (based on the<br />
<strong>Wisconsin</strong> Model Academic Standards). General curriculum means<br />
the same curriculum based on the same standards as <strong>for</strong> nondisabled<br />
students, even if using different text of other materials<br />
• Academic, non-academic and functional<br />
• Measurable – means observable (you can see it, hear it, count it).<br />
• Can be achieved within the term of the IEP<br />
• Includes a projected level of attainment<br />
• Post-secondary transition related annual goals beginning at age 14 or<br />
younger, if needed<br />
Draft September 2010 13
Short Term Objectives or Benchmarks<br />
Required <strong>for</strong> students with disabilities who participate in the <strong>Wisconsin</strong> Alternate<br />
Assessment <strong>for</strong> Students with Disabilities (WAA-SwD); optional <strong>for</strong> other students.<br />
Key Questions: What will the student need to do to achieve each goal?<br />
1. What sequential intermediate steps or temporal milestones are needed<br />
to reach goal (2 or more <strong>for</strong> each goal)?<br />
2. What indicators of progress toward meeting the goal will be measured<br />
intermittently during the year?<br />
3. Do the short-term objectives define the discrete steps to a goal; <strong>The</strong><br />
student… will do what…to what level/degree? Or, do the benchmarks<br />
identify major milestones in achieving a goal within specified<br />
segments of a 12-month timeframe; <strong>The</strong> student… will do what… to<br />
what level/degree… by when?<br />
Legal Citation(s) 34 C.F,R. §300.320(a)(2)(ii); Wis. Stat. §115.787(2)(bm)<br />
DPI Resources DPI Sample Form I-6 and accompanying <strong>for</strong>ms guide<br />
Purpose: To outline the steps or milestones in moving from a student’s PLAAPF<br />
toward an annual goal so that progress can be measured in intermediate<br />
steps or intervals during the year.<br />
Key Characteristics: • Required <strong>for</strong> each annual goal <strong>for</strong> students with disabilities who take<br />
the WAA-SWD. May be included <strong>for</strong> students who take the WKCE<br />
• General indicators of progress toward the goal<br />
• Sequential (crawl, then walk) or parallel (decode accurately and<br />
understand what is read) OR temporal milestones to the goal<br />
(quarterly, semester)<br />
• If the level of attainment is not included in the goal statement, is each<br />
short term objective or benchmark stated in measurable terms<br />
• At least two short-term objectives or benchmarks <strong>for</strong> each goal<br />
Progress Measurement and Reporting<br />
Key Question: How will progress toward IEP annual goals be measured and<br />
reported?<br />
Legal Citation(s) 34 C.F.R. §300.320(a)(3)(i); 34 C.F.R. §300.320(a)(3)(ii)<br />
Wis. Stat. §115.787(2)(h)(1), Wis. Stat. §115.787(2)(h)(2)<br />
DPI Resources DPI Sample Form I-6 and accompanying <strong>for</strong>ms guide<br />
Draft September 2010 14
Measure progress<br />
toward the annual goal:<br />
Notify parents of the<br />
student’s progress<br />
toward the annual goal:<br />
• Emphasize measuring progress toward the annual goals, which include<br />
short-term objectives or benchmarks<br />
• Use work samples, classroom exams, anecdotal logs, attendance<br />
records, point sheets, and so on<br />
• Report this progress in addition to regular reporting on the student’s<br />
progress in general education subjects or curricular areas<br />
• Provide a statement about how progress toward each annual goal will<br />
be measured and when parents will be in<strong>for</strong>med of their student’s<br />
progress toward each annual goal<br />
• Must share in<strong>for</strong>mation on progress periodically. Progress reporting<br />
may be done through quarterly or other periodic reports (<strong>for</strong> example, IEP<br />
goal progress reports sent to the parent at the same time as general<br />
education report cards). Also see Appendix B - Sample Report of<br />
Student Progress Toward Annual Goals<br />
Keep this in mind! Your annual goal (including short-term objectives or benchmarks as needed) is<br />
complete when you can visualize the behavior the student will be doing when the goal is achieved.<br />
Draft September 2010 15
Participation in State and District Assessments<br />
Key Questions: 1. Will the student participate in state and district assessments:<br />
• the same way as students without disabilities?<br />
• with accommodations?<br />
• with an alternate assessment?<br />
2. If the student needs testing accommodations, what<br />
accommodations are needed?<br />
Legal Citation(s) 34 C.F.R. §300.320 (a)(6); Wis. Stat. § 115.787 (2)(e)<br />
DPI Resources DPI Sample Forms I-7 and I-7(a) and accompanying <strong>for</strong>ms guide<br />
Testing Accommodations Matrix: http://dpi.wi.<strong>gov</strong>/oea/pdf/accom09.pdf<br />
WAA-SwD Participation Checklist: http://dpi.wi.<strong>gov</strong>/sped/assmtwaa.html.<br />
Definitions: Participation means providing students with disabilities the same<br />
opportunity as students without disabilities to demonstrate<br />
knowledge and skills on state or district assessments. State<br />
assessments mean the <strong>Wisconsin</strong> Student Assessment System<br />
(WSAS) which includes:<br />
• <strong>Wisconsin</strong> Knowledge and Concepts Examination (WKCE)<br />
given at 3 rd ,4 th , 5 th , 6 th , 7 th , 8 th , and 10 th grade<br />
• <strong>Wisconsin</strong> Alternate Assessment – Students with Disabilities<br />
(WAA-SwD) given at 3 rd , 4 th , 5 th , 6 th , 7 th , 8 th , and 10 th grade<br />
Accommodations are adjustments in the way a test is given that<br />
creates access and diminishes the impact of the disability on the<br />
student’s opportunity to demonstrate what they know without<br />
changing what the test is designed to measure. Accommodations<br />
may be necessary to measure academic achievement and functional<br />
per<strong>for</strong>mance on the WKCE and the WAA-SwD and district wide<br />
assessments.<br />
Alternate assessment is the WAA-SwD. It is a per<strong>for</strong>mance based<br />
assessment. <strong>The</strong> WAA-SwD is used when the IEP team determines,<br />
even with accommodations, a student would be unable to<br />
demonstrate at least some of the knowledge and skills measured by a<br />
standardized assessment. <strong>The</strong> only alternate assessment <strong>for</strong> the<br />
WKCE is the WAA-SwD.<br />
Purpose: • To provide in<strong>for</strong>mation about how a student with a disability is<br />
progressing in the general curriculum based on the <strong>Wisconsin</strong><br />
Model Academic Standards or how a student is progressing in an<br />
alternate curriculum based on the Extended Grade Band Standards<br />
Draft September 2010 16
Key Characteristics:<br />
• To guide decision making about the student’s learning and<br />
instructional needs and participation in state and district<br />
assessments<br />
Participation decisions made by the IEP team are based on<br />
knowledge of:<br />
• <strong>The</strong> student’s present level of academic achievement and<br />
functional per<strong>for</strong>mance<br />
• <strong>Wisconsin</strong> Model Academic Standards and the Extended<br />
Grade Level Standards<br />
• WKCE test <strong>for</strong>mat and what skills and knowledge are being<br />
measured by the assessments<br />
• District test <strong>for</strong>mats and what skills and knowledge are being<br />
measured by the assessments<br />
• State guidelines and the use of appropriate testing<br />
accommodations listed in the Accommodation Matrix<br />
• Selected accommodations should be those already being used<br />
by the student in their educational program<br />
• <strong>The</strong> student should familiar with selected accommodations<br />
prior to testing<br />
Participation decisions are made prior to the student taking the test<br />
• If a student cannot participate in a regular assessment, the IEP<br />
must state why the student cannot participate and why the<br />
alternate assessment is appropriate <strong>for</strong> the student using the<br />
WAA-SwD Participation Checklist<br />
Draft September 2010 17
Statement of Transition Service Needs (Beginning at Age 14)<br />
Key Questions: What are the student’s transition service needs?<br />
1. What does the student want to do and how does the student want to<br />
live after high school (post-school goals)?<br />
2. What is the student’s present level of functioning in relation to his or<br />
her post-school goals?<br />
3. What transition services are needed to assist the student in reaching<br />
his or her post-school goals related to training, education,<br />
employment, and, where appropriate, independent living?<br />
4. Is the student expected to graduate with a regular diploma during the<br />
IEP term.<br />
5. Will any outside agencies provide needed transition services?<br />
Legal Citation(s) 34 C.F.R. §300.320 (b); 34 C.F.R.§300.320 (c); 34 C.F.R §300.305(e)(3)<br />
Wis. Stat. § 115.787 (2) (g); Wis. Stat. § 115.807<br />
DPI Resources DPI Sample Form I-8 and accompanying <strong>for</strong>ms guide<br />
Transition Resources at http://www.dpi.wi.<strong>gov</strong>/sped/transition.html<br />
Definition: <strong>The</strong> IEP statement of transition service includes:<br />
• Appropriate measurable postsecondary goals that are annually updated<br />
and based upon an age appropriate transition assessment<br />
• Transition services, including courses of study, that will reasonably<br />
enable the student to meet their postsecondary goals<br />
• Annual iep goals related to the student’s transition services needs<br />
Purpose: A statement of transition services beginning at age 14 serves to:<br />
• Identify goals <strong>for</strong> life after high school and develop a plan to achieve<br />
them<br />
• Provide school experiences that develop the skills and competencies<br />
needed to achieve post-school goals<br />
• Actively involve the student and his/her family in transition iep<br />
development<br />
• Encourage self-advocacy<br />
• Identify accommodations and modifications needed to achieve postschool<br />
goals<br />
Key Characteristics: • Developed beginning when the student first becomes 14, or younger if<br />
appropriate. <strong>The</strong>n, reviewed and revised annually<br />
• Part of an ongoing process of transition assessment<br />
• Takes into account individual needs, preferences and interests<br />
Draft September 2010 18
• Describes the student’s post-school goals<br />
• Measurable annual goal(s) have been developed to enable the student<br />
to meet post-secondary goals<br />
• Describes transition services needed to enable the student to meet his<br />
or her postsecondary goals related to training, education, employment,<br />
and, where appropriate, independent living<br />
• Includes a course of study aligned with the student’s desired postschool<br />
goals<br />
• <strong>The</strong> student must be invited to the IEP team meeting where transition<br />
services are to be discussed<br />
• If appropriate, a representative of any participating agency is invited<br />
to the IEP team meeting with the prior consent of the parent or adult<br />
student<br />
• Beginning at least one year be<strong>for</strong>e the student turns 18, the student<br />
must be in<strong>for</strong>med of the parental rights that will transfer to him or her<br />
at age 18. <strong>The</strong> student’s parents must also be in<strong>for</strong>med<br />
• If the student is expected to graduate during the IEP term, discuss the<br />
student’s graduation status and per<strong>for</strong>mance summary<br />
Draft September 2010 19
IEP Program Summary: Statement of Services, Participation in<br />
Regular <strong>Education</strong> Classes (environment), and Extra Curricular and<br />
Non-Academic Activities<br />
Statement of Services<br />
Key Questions: 1. What special education, related services and supplementary aids and<br />
services are needed by the student to:<br />
a. Attain annual goals?<br />
b. Be involved and progress in the general education curriculum?<br />
c. Participate in extracurricular and other non-academic activities?<br />
d. Be educated and participate with other students with and without<br />
disabilities?<br />
2. What program modifications or supports are needed <strong>for</strong> school<br />
personnel to enable the student to meet IEP goals, progress in the<br />
general curriculum, participate in extracurricular and other nonacademic<br />
activities, and be educated with disabled and non-disabled<br />
peers?<br />
3. Are the student’s special education, related services and supplementary<br />
aids and services based on peer-reviewed research to the extent<br />
practicable?<br />
Legal<br />
Citation(s)<br />
34 C.F.R. §300.106; 34 C.F.R. §300.114; 34 C.F.R. §300.320(a)(4);<br />
34 C.F.R. §300.320(a)(5);<br />
Wis. Stat. §115.79 (c-d); Wis. Stat. §115.787(2) (c-d);<br />
Definitions: 34 C.F.R. §300.34, 34 C.F.R §300.39, 34 C.F.R §300.42;<br />
Wis. Stats §115.76(14-16).<br />
DPI Resources DPI Sample Form I-9 and accompanying <strong>for</strong>ms guide<br />
DPI Sample Form I-11 (when extended school year services considered)<br />
In<strong>for</strong>mation Update Bulletin 96.01- http://www.dpi.wi.<strong>gov</strong>/sped/bul96-01.html<br />
EE-1 Data Worksheet <strong>for</strong> Determining Environment Codes<br />
Definitions: • <strong>Special</strong> education means specially designed instruction, regardless of<br />
where the instruction is provided, at no cost to the parents, to meet the<br />
unique needs of a student with a disability. <strong>Special</strong> education may<br />
include specially designed physical education, vocational education and<br />
travel training.<br />
• Related services means transportation and such developmental,<br />
corrective and other supportive services as are required to assist a<br />
student with a disability to benefit from special education.<br />
• Supplementary aids and services means aids, services and other<br />
supports provided in general education classes, other education-related<br />
settings and in extracurricular and nonacademic settings, to enable a<br />
student with a disability to be educated with nondisabled students to the<br />
maximum extent appropriate.<br />
Draft September 2010 20
• Program modifications or supports <strong>for</strong> school personnel are<br />
provided on behalf of the student and may include services such as<br />
consultation between general and special education teachers, training,<br />
or assistance with modifying assignments, teaching techniques,<br />
curriculum materials, or classroom assessment methods.<br />
• Extended School Year Services (ESY) means special education<br />
services provided beyond the normal school schedule. ESY services<br />
are considered only when the IEP team determines they are required <strong>for</strong><br />
the student to receive FAPE.<br />
Purpose: To describe the services the district will provide to address disability<br />
related needs in a manner clear to the parents, other IEP team participants,<br />
and staff responsible <strong>for</strong> implementing the IEP. <strong>The</strong> statement of services<br />
documents the district’s commitment to provide special education, related<br />
services, supplementary aids and services, and program modifications and<br />
supports <strong>for</strong> school personnel to enable the student to advance toward the<br />
annual IEP goals, be involved in and make progress in the general<br />
education curriculum, participate in extracurricular and other non-academic<br />
activities and be educated and participate with non-disabled peers .<br />
Key<br />
Characteristics:<br />
• Describes student specific specially designed instruction and other<br />
services needed to address the student’s IEP goals and other disability<br />
related needs described throughout the IEP (e.g. reading, social skills,<br />
occupational therapy, transportation, accommodations).<br />
• Describes how much and how often (amount and frequency) the service<br />
is provided.<br />
o Whenever possible, worded in daily or weekly allotments<br />
of hours or minutes according to when the service is<br />
scheduled (e.g. 20 minutes 3x per week, 60 minutes daily).<br />
o When impossible to describe services in specific allotments<br />
of time, clearly describes the circumstances under which<br />
the service will be provided (e.g. tests read when text is<br />
above student’s independent reading level).<br />
o A narrow range is only allowable if necessary to meet<br />
student needs (e.g. 20-30 minutes depending on student’s<br />
ability to sustain attention). Using ranges because of staff<br />
schedules or shortages are not acceptable.<br />
• Describes the setting(s) where (location) the service is delivered (e.g.<br />
special education classroom, general education classroom, lunchroom,<br />
counselor’s office).<br />
• Describes <strong>for</strong> how long the service is delivered (duration), if different<br />
from the IEP beginning and ending dates (e.g. twice weekly during first<br />
semester, between January 1 and June 5, 20XX).<br />
• Identifies curriculum adaptations and modifications (supplementary<br />
aids and services) needed to allow the student to meaningfully<br />
Draft September 2010 21
participate to the maximum extent appropriate in the general education<br />
curriculum and environment(s).<br />
• Consider supports <strong>for</strong> school personnel needed to allow the student to<br />
meet IEP goals, meaningfully participate to the maximum extent<br />
appropriate in the general education curriculum and environment(s),<br />
and address other disability related needs.<br />
• Describes extended school year services if the IEP team determines<br />
such services are needed. When ESY is considered the IEP team<br />
addresses skill regression and recovery problems.<br />
Participation in Regular <strong>Education</strong> Classes (part of Least Restrictive<br />
Environment (LRE) Consideration)<br />
Key Question 1. Will the student participate full-time with non-disabled peers in the<br />
general education environment?<br />
a. Will the student be educated in general education classes/<br />
environment with the use of supplementary aids and services?<br />
b. Will special education and related services be provided to the<br />
student in the general education classes/environment?<br />
c. Will a preschool child participate in age appropriate settings with<br />
nondisabled peers?<br />
Definition Participation in regular education refers to the environment(s) in which<br />
a student will receive a free, appropriate public education (FAPE). This<br />
includes regular education classes and other school environments. <strong>The</strong><br />
Regular education environment is:<br />
• the environment where the student would be if not disabled.<br />
• the environment where other students this student’s age receive<br />
instruction.<br />
<strong>The</strong> degree to which a student will be educated and participate with nondisabled<br />
peers in regular education environment(s) is part of the<br />
consideration of least restrictive environment (LRE). <strong>The</strong> LRE decision<br />
evolves from the IEP team’s consideration of the student’s ability to<br />
participate in the general education curriculum, need <strong>for</strong> specially<br />
designed instruction and related services and the degree to which<br />
participation with non-disabled peers can be achieved with the use of<br />
supplementary aids and services. <strong>The</strong> concept of LRE is reflected<br />
throughout the individualized education plan.<br />
Purpose:<br />
Key<br />
Characteristics:<br />
To document the degree to which the student will participate full-time with<br />
non-disabled peers in regular education environment(s), or <strong>for</strong><br />
preschoolers, in age–appropriated settings.<br />
• Based on the individual needs of the student<br />
• Considers the nature and severity of the student’s disability<br />
Draft September 2010 22
• Considers which student needs can be met satisfactorily with the use of<br />
supplementary aids and services in the general education environment<br />
• Considers the environments where other students of the same age/grade<br />
receive instruction and participate in other school activities<br />
• Describes the extent to which the student will participate in the same<br />
environments as age/grade peers (e.g. full, partial, none)<br />
• For preschool age students, consider natural environments (e.g. child<br />
care, preschool, kindergarten, home, Head Start etc.)<br />
• Along with the summary of services statements, clarifies the extent to<br />
which the student will not participate with students without disabilities<br />
in general education classes and other environments<br />
<strong>Special</strong> Note: <strong>The</strong> LRE decision is documented in several places in the student’s IEP.<br />
Part of the IEP team decision about LRE is documented in the Program<br />
Summary. LRE decisions are also documented on the Placement Notice.<br />
This section of this guide addresses only the portion found in the program<br />
summary- See <strong>for</strong>ms guide and DPI website <strong>for</strong> in<strong>for</strong>mation about making<br />
placement decisions, assigning environment codes and placement notice<br />
requirements. <strong>The</strong> IEP team may use DPI <strong>for</strong>m EE-1 Data Worksheet <strong>for</strong><br />
Determining Environment Codes.<br />
Extra Curricular and Nonacademic Activities<br />
Key Question: Will the student participate with non-disabled peers in extracurricular and<br />
nonacademic activities?<br />
Key<br />
Characteristics:<br />
• Consider the extracurricular and nonacademic activities in which the<br />
student will participate, if any.<br />
• Describe what special education services the student will need to<br />
participate in extracurricular and nonacademic activities.<br />
• Describe what related services the student will need to participate in<br />
extracurricular and nonacademic activities.<br />
• Describe what supplementary aids and services the student will need to<br />
participate in extracurricular and nonacademic activities.<br />
• Describe what program modifications or supports the student will need<br />
to participate in extracurricular and nonacademic activities.<br />
• Describe the extent to which the student will not be involved in<br />
extracurricular and nonacademic activities with nondisabled students.<br />
Keep this in mind! You have completed the summary of educational services when it reflects<br />
each goal and addresses the student’s other disability related needs.<br />
Draft September 2010 23
Appendix A: Case Examples<br />
Dan<br />
Ed<br />
Erin<br />
Jamal<br />
Draft September 2010 24
Dan’s IEP<br />
Present Level of Academic Achievement and Functional Per<strong>for</strong>mance (PLAAFP)<br />
Dan is a fourth grader who has a good sense of humor and is accepted by his peers. Dan can successfully<br />
participate in the fourth grade math curriculum without special education support. He<br />
does well in general education science and social studies, but needs help with independent reading<br />
and writing assignments. Dan experiences success when provided with an assignment notebook,<br />
reading of tests, reading support <strong>for</strong> long text passages assigned to be completed independently<br />
within a short time period, and assistance from a peer or teacher <strong>for</strong> written assignments.<br />
Dan has difficulty with reading. He can identify most letters and letter combinations in isolation,<br />
but struggles to apply decoding strategies to unfamiliar words when reading text. This affects his<br />
oral reading rate, which is slow and labored. Dan cannot independently read textbooks used in his<br />
4th grade classes. Dan accurately reads and comprehends 95 words per minute given graded<br />
passages at the second grade level; his independent reading level. His fluency in 4th grade<br />
passages is poor; He averages 55 words read correctly per minute with less than 75% comprehension.<br />
Students in 4th grade are expected to read passages with 90-100% comprehension at the rate<br />
of 120-150 words per minute. Dan demonstrates good listening comprehension. He understands<br />
academic content at grade level following large and small group instruction, and when text is read<br />
to him by a peer, staff, or computer based text reader. He is able to report facts and make<br />
inferences from listening at a level expected of students in his grade.<br />
Dan also has difficulty with writing and following complex oral and written directions. When he<br />
doesn’t understand what to do in class, he generally picks up on cues from peers around him.<br />
Dan can successfully follow 1 and 2-step directions without support. However, when instructions<br />
are more complex, he sometimes needs help. This makes it hard <strong>for</strong> him to follow classroom<br />
activities and assignments. His written work contains many spelling errors, lacks necessary<br />
punctuation, and his sentences are generally short, 3-5 words in length. He cannot yet write a<br />
paragraph without assistance. He does respond well to peer or teacher pre-writing and editing<br />
assistance and is beginning to learn to use computer based spell-checking and editing software.<br />
Dan’s parents are concerned about his reading and writing skills and feel he needs help in these<br />
areas. <strong>The</strong>y also notice his difficulty in following directions. <strong>The</strong>y are happy with his grades in<br />
math and his comments that he has friends in school.<br />
Annotated Text <strong>for</strong> Dan’s Present Level of Academic Achievement and Functional Per<strong>for</strong>mance<br />
<strong>The</strong> following annotated copy of Dan’s Present Level of Academic Achievement and Functional Per<strong>for</strong>mance<br />
(PLAAFP) is <strong>for</strong> training purposes ONLY. It contains the following in<strong>for</strong>mation: strengths, needs resulting from<br />
Dan’s disability that affect involvement and progress in the general education curriculum; needs resulting from his<br />
disability that affect behavior, motor, communication, social-emotional or self-help skills; and parent concerns. It<br />
also includes Dan’s current level of academic achievement and functional per<strong>for</strong>mance that serve as a baseline <strong>for</strong><br />
each of his measurable annual goals.<br />
Dan is a fourth grader who has a good sense of humor and is<br />
accepted by his peers. Dan can successfully participate in the<br />
fourth grade math curriculum without special education<br />
support. He does well in general education science and social<br />
studies…<br />
Strength<br />
Functional<br />
per<strong>for</strong>mance<br />
Academic<br />
achievement<br />
Draft September 2010 25
How disability affects<br />
involvement in<br />
general curriculum.<br />
How disability affects<br />
involvement in<br />
general curriculum.<br />
He needs help with independent reading and writing<br />
assignments. Dan experiences success when provided with an<br />
assignment notebook, reading of tests, reading support <strong>for</strong><br />
long text passages assigned to be completed independently<br />
within a short time period, and assistance from a peer or<br />
teacher <strong>for</strong> written assignments.<br />
Dan has difficulty with reading. He can identify most letters<br />
and letter combinations in isolation, but struggles to apply<br />
decoding strategies to unfamiliar words when reading text.<br />
This affects his oral reading rate, which is slow and labored.<br />
Dan cannot independently read textbooks used in his 4th grade<br />
classes.<br />
Baseline <strong>for</strong> Goal 1 Dan accurately reads and comprehends 95 words per minute<br />
given graded passages at the second grade level; his<br />
independent reading level. His fluency in 4th grade passages<br />
is poor; He averages 55 words read correctly per minute with<br />
less than 75% comprehension. Students in 4th grade are<br />
expected to read passages with 90-100% comprehension at the<br />
rate of 120-150 words per minute.<br />
How disability affects<br />
involvement in<br />
general curriculum.<br />
Dan demonstrates good listening comprehension. He<br />
understands academic content at grade level following large<br />
and small group instruction, and when text is read to him by a<br />
peer, staff, or computer based text reader. He is able to report<br />
facts and make inferences from listening at a level expected of<br />
students in his grade.<br />
Dan also has difficulty with writing and following complex<br />
oral and written directions.<br />
When he doesn’t understand what to do in class, he generally<br />
picks up on cues from peers around him.<br />
Baseline <strong>for</strong> Goal 3 Dan can successfully follow 1 and 2-step directions without<br />
support.<br />
How disability affects<br />
involvement in<br />
general curriculum.<br />
However, when instructions are more complex, he sometimes<br />
needs help. This makes it hard <strong>for</strong> him to follow classroom<br />
activities and assignments.<br />
Baseline <strong>for</strong> Goal 2 His written work contains many spelling errors,lacks necessary<br />
punctuation, and his sentences are generally short, 3-5 words<br />
in length. He cannot yet write a paragraph without assistance.<br />
He does respond well to peer or teacher pre-writing and<br />
editing assistance and is beginning to learn to use computer<br />
based spell-checking and editing software.<br />
Need<br />
Academic<br />
achievement<br />
Strength<br />
Academic<br />
achievement<br />
Need<br />
Strength<br />
Functional<br />
per<strong>for</strong>mance<br />
Strength<br />
Need<br />
Need<br />
Academic<br />
achievement<br />
Strength<br />
Draft September 2010 26
Dan’s parents are concerned about his reading and writing<br />
skills and feel he needs help in these areas. <strong>The</strong>y also notice<br />
his difficulty in following directions. <strong>The</strong>y are happy with his<br />
grades in math and his comments that he has friends in school.<br />
Parent concern<br />
Will the student be involved full-time in the general education curriculum or, <strong>for</strong><br />
preschoolers, in age-appropriate activities? Yes □ No (If no, describe the extent to which<br />
the student will not be involved full-time in the general curriculum or, <strong>for</strong> preschoolers, in age-appropriate activities)<br />
Instruction provided in the special education resource room will expand upon and rein<strong>for</strong>ce<br />
the core general education curriculum <strong>for</strong> Dan’s grade.<br />
<strong>The</strong> student will participate in an alternate or replacement curriculum that is aligned with alternate<br />
achievement standards in: (check all that apply)<br />
__ Reading ___ Math __ Language Arts __ Science __ Social Studies _ Other (specify): NA<br />
<strong>Special</strong> Factors: After consideration <strong>for</strong> special factors (behavior, limited English proficiency, Braille<br />
needs, communication needs including deaf/hard of hearing, and assistive technology), is there a need in<br />
any of the areas?<br />
Yes □ No (If yes or student has a visual impairment, attach I-5, “<strong>Special</strong> Factors” page)<br />
Does the student need assistive technology services or devices? Yes □ No (If yes, specify<br />
particular device(s) and service(s))<br />
Dan is beginning to learn how to use computer based text reading and written language<br />
support software. Continued instruction in the use of such technology is needed to help Dan<br />
complete school work more independently.<br />
Annual Measurable Goals<br />
Measurable level of<br />
attainment (Referenced<br />
to fourth grade<br />
<strong>Wisconsin</strong> Academic<br />
Standards)<br />
Measurable level of<br />
attainment (Referenced<br />
to fourth grade<br />
<strong>Wisconsin</strong> Academic<br />
Standards)<br />
Goal 1: Dan will apply decoding strategies to improve his reading<br />
fluency of 4 th grade passages to 90 words read correctly per minute with<br />
90% comprehension.<br />
Procedures <strong>for</strong> measuring progress toward the annual goal:<br />
Weekly timed oral readings where Dan’s use of decoding strategies is<br />
recorded, Log observations about Dan’s reading of classroom materials.<br />
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Monthly phone or email correspondence with parents.<br />
2. Written progress report at the time report cards are distributed.<br />
Goal 2: Dan will write a paragraph of at least five, 8-10 word sentences<br />
with no more than one error in spelling and punctuation after editing.<br />
Objectives:<br />
1. With individualized instruction, Dan will apply strategies including<br />
phonetic analysis and word families to spell unfamiliar words.<br />
2. Using a spell checker and writing support software, Dan will edit his<br />
writing and make spelling corrections.<br />
3. Using an explicit writing process strategy and teacher assistance,<br />
Draft September 2010 27
Measurable level of<br />
attainment (Referenced<br />
to fourth grade<br />
<strong>Wisconsin</strong> Academic<br />
Standards)<br />
Participation in Statewide Assessments<br />
Dan will plan and write a paragraph on a topic using correct<br />
grammar, punctuation and spelling.<br />
4. With a peer editor or teacher, Dan will review writing assignments<br />
and make needed corrections.<br />
Procedures <strong>for</strong> measuring progress toward the annual goal:<br />
1. Weekly analysis using district writing rubric on 2 writing samples to<br />
assess spelling, punctuation and writing strategies.<br />
2. Quarterly interviews with Dan to assess the effectiveness of spelling<br />
and writing strategies being used and make refinements.<br />
3. Weekly recording of the accuracy of two or more peer edited writing<br />
assignments Dan completes.<br />
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Monthly phone or email correspondence with parents.<br />
2. Written progress report at the time report cards are distributed.<br />
Goal 3: Dan will demonstrate understanding of 3 or 4 step classroom<br />
directions by following them without teacher prompting in 4 of 5<br />
opportunities.<br />
Procedures <strong>for</strong> measuring progress toward the annual goal:<br />
1. Anecdotal records of Dan’s use of clarifying questions and teacher<br />
prompting.<br />
2. Bi-weekly regular classroom observation charting of the number of<br />
steps Dan can follow in per<strong>for</strong>ming classroom activities.<br />
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Monthly phone or email correspondence with parents.<br />
2. Written progress report at the time report cards are distributed.<br />
<strong>The</strong> student will be in (circle) 3d, or 4th, or 5th, or 6th, or 7th, or 8th, or 10th grade when the<br />
<strong>Wisconsin</strong> Knowledge and Concepts Examination-Criteria Reference Test (WKCE-CRT) is given. (Check<br />
only one of the two boxes below.)<br />
<strong>The</strong> student will be taking the WKCE <strong>for</strong> all content areas required at this grade level. (For students<br />
taking the WKCE, complete the assessment and accommodations grid below. Document the accommodations, if<br />
any, needed <strong>for</strong> each of the content areas <strong>for</strong> students taking the WKCE.)<br />
OR<br />
� <strong>The</strong> student will be taking the WAA-SwD <strong>for</strong> all content areas required at this grade level. If yes, the<br />
<strong>Wisconsin</strong> Alternate Assessment (WAA) Participation Checklist is included with the IEP. For students<br />
taking the WAA-SwD document the accommodations, if any, needed <strong>for</strong> the alternate assessment.<br />
Draft September 2010 28
Student<br />
will<br />
participate<br />
in the:<br />
Reading<br />
Math<br />
Science<br />
Language<br />
Arts<br />
Social<br />
Studies<br />
WKCE<br />
without<br />
accommodations<br />
in<br />
the content<br />
areas of:<br />
WKCE with accommodations (list<br />
accommodations <strong>for</strong> each content area)<br />
Accommodations:<br />
• Read directions aloud and reread as needed.<br />
• Student takes test with a small group<br />
• Provide extra time<br />
Accommodations:<br />
• Read directions aloud and reread as needed<br />
• Read questions and content to student.<br />
• Provide spelling assistance or a spell-check<br />
device<br />
• Student takes test with a small group<br />
• Provide extra time<br />
Accommodations:<br />
• Read directions aloud and reread as needed<br />
• Read questions and content to student.<br />
• Provide spelling assistance or a spell-check<br />
device<br />
• Student takes test with a small group<br />
• Provide extra time<br />
Accommodations:<br />
• Read directions aloud and reread as needed<br />
• Read questions and content to student.<br />
• Student takes test with a small group<br />
• Provide extra time<br />
Accommodations:<br />
• Read directions aloud and reread as needed<br />
• Read questions and content to student.<br />
• Provide spelling assistance or a spell-check<br />
device<br />
• Student takes test with a small group<br />
• Provide extra time<br />
Participation in District-Wide Assessments<br />
District-wide assessments given � District-wide assessments not given<br />
� Student will not be in the grade when a district-wide assessment is given<br />
List district-wide assessment(s) student will take:<br />
District X Reading and Math Test<br />
WAA-SwD<br />
list accommodations <strong>for</strong><br />
each content area<br />
Accommodations:<br />
Accommodations:<br />
Accommodations:<br />
Describe appropriate testing accommodations, if any:<br />
Repeat/explain test instructions, extra time to complete assessment, read test items except <strong>for</strong><br />
reading test<br />
Draft September 2010 29
IEP- Program Summary<br />
Physical education: Regular □ <strong>Special</strong>ly designed<br />
Vocational education: Regular □ <strong>Special</strong>ly designed<br />
Include a statement <strong>for</strong> each of I, II, III and IV below to allow the student (1) to advance appropriately<br />
toward attaining the annual goals; (2) to be involved and progress in the general education curriculum; (3)<br />
to be educated and participate with other students with and without disabilities to the extent appropriate,<br />
and (4) to participate in extracurricular and other nonacademic activities. Include frequency, location, &<br />
duration (if different from IEP beginning and ending dates).<br />
I. <strong>Special</strong> education<br />
Frequency/ Location Duration<br />
Amount<br />
Small group instruction in reading 30 minutes, 5<br />
times per week<br />
Small group instruction in spelling, grammar,<br />
sentence and paragraph development<br />
Small and large group instruction in computer<br />
technology used to support reading and writing<br />
skills<br />
20 minutes, 3<br />
times per week<br />
15 minutes per<br />
week<br />
30 minutes per<br />
week<br />
<strong>Special</strong><br />
education<br />
resource room<br />
<strong>Special</strong> ed.<br />
resource room<br />
<strong>Special</strong> ed.<br />
resource room<br />
General ed.<br />
classroom and<br />
computer lab<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
II. Related services needed to benefit from special education including frequency, location, and<br />
duration (if different from IEP beginning and ending dates).<br />
None needed to benefit from special education<br />
III. Supplementary aids and services: aids,<br />
services, and other supports provided to or on behalf<br />
of the student in regular education or other<br />
educational settings.<br />
Yes □ No (If yes, describe)<br />
Electronic spell checker When assigned<br />
writing<br />
Oral administration of tests<br />
Additional time to edit and complete writing<br />
assignments<br />
Classroom text on tape or on computer <strong>for</strong> use<br />
with text reading software<br />
Freq / Amt Location Duration<br />
assignment<br />
Tests with more<br />
than 5 questions<br />
or 10 words per<br />
question.<br />
Assignments<br />
requiring more<br />
than 5 sentences.<br />
Literature,<br />
science, and<br />
social studies text<br />
not read in class<br />
<strong>Special</strong> &<br />
general ed.<br />
classrooms<br />
<strong>Special</strong> ed.<br />
classroom or<br />
library office<br />
General &<br />
special ed.<br />
classrooms<br />
<strong>Special</strong> &<br />
general ed.<br />
classroom<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
Draft September 2010 30
Peer editor <strong>for</strong> writing 45 minutes per<br />
week<br />
Teacher assistance in planning writing<br />
assignments<br />
IV. Program modifications or supports <strong>for</strong><br />
school personnel that will be provided.<br />
Yes □ No (If yes, describe)<br />
Consultation between special education and<br />
general education teachers<br />
V. Participation in Regular <strong>Education</strong> Classes<br />
When assigned<br />
writing task<br />
requiring more<br />
than 1 paragraph<br />
30 minutes per<br />
month<br />
General<br />
education<br />
classroom<br />
General and<br />
special<br />
education<br />
classroom<br />
General<br />
education<br />
classroom<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
□ <strong>The</strong> student will participate full-time with non-disabled peers in regular education classes, or<br />
<strong>for</strong> preschoolers, in age-appropriate settings.<br />
<strong>The</strong> student will not participate full-time with non-disabled peers in regular education<br />
classes, or <strong>for</strong> preschoolers, in age-appropriate settings. (If you have indicated a location other than<br />
regular education classes or age-appropriate settings in the case of a preschooler in I, II, or III above, you must<br />
check this box and explain why full-time participation with non-disabled peers is not appropriate.)<br />
Because of his individual learning needs in basic reading and writing skills, Dan will be<br />
removed from regular education classes to the special education resource room <strong>for</strong> specially<br />
designed instruction during part of the reading and language arts block time. Dan will receive<br />
all other instruction in general education settings with needed supplemental aids and services.<br />
VI. Participation in Extracurricular and Nonacademic Activities<br />
Will the student be able to participate in extracurricular and nonacademic activities with<br />
nondisabled students? Yes □ No<br />
(If yes, include under I., II., III., and IV. any special education, related services, supplementary aids and services,<br />
and program modifications or supports necessary to assist the student. If no, describe the extent to which the student<br />
will not be involved in extracurricular and nonacademic activities with nondisabled students)<br />
Staff should check <strong>for</strong> understanding after giving complex directions during large group<br />
activities and repeat or explain instructions when Dan is not able to understand them or is<br />
unable to follow cues from his peers.<br />
Draft September 2010 31
Ed’s IEP<br />
Present Level of Academic Achievement and Functional Per<strong>for</strong>mance (PLAAFP)<br />
Ed is a four-year-old student who spends most of his time with adults. He has had few<br />
experiences playing with children his age. Because of this, Ed’s parents have enrolled him in the<br />
district’s four-year old kindergarten program (4K). Ed’s mom reports he likes to “have his own<br />
way” and “doesn’t listen.” His parents find it difficult to read stories to Ed because of his short<br />
attention span (less than three minutes). He is able to play alone with toys <strong>for</strong> two to three<br />
minutes. When with other children, he cannot share or interact with toys without adult<br />
assistance. He becomes frustrated and bangs his toys or objects on the floor, or throws them at<br />
the other children. His short attention span and frustration level interferes with his ability to<br />
recall in<strong>for</strong>mation from books read to him and with learning new concepts through interaction<br />
with toys in his environment.<br />
Ed is able to eat by himself and put on his underclothes, t-shirt and elastic band pants. He is not<br />
fully toilet trained at this time. He averages 5 to 6 “accidents” per week. Ed is able to walk, run,<br />
and jump independently. He is very active and especially likes to play on the swing set.<br />
During his first week in the 4K program, his teacher noted that Ed uses two and three word<br />
phrases and asks “what” and “what doing” questions. He needs to increase his language use to at<br />
least four to five word sentences. He also needs to learn to ask “who”, “where”, and “when”<br />
questions. Ed’s use of incomplete sentences and minimal use of questions interferes with his<br />
ability to communicate his wants and needs, and to gain in<strong>for</strong>mation. He understands what<br />
children and adults say to him.<br />
Annotated Text <strong>for</strong> Ed’s Present Level of Academic Achievement and Functional Per<strong>for</strong>mance<br />
<strong>The</strong> following annotated copy of Ed’s Present Level of Academic Achievement and Functional Per<strong>for</strong>mance<br />
(PLAAFP) is <strong>for</strong> training purposes ONLY. It contains the following in<strong>for</strong>mation: strengths, needs resulting from<br />
Ed’s disability that affect involvement and progress in age-appropriate activities; needs resulting from his disability<br />
that affect behavior, motor, communication, social-emotional or self-help skills; and parent concerns. It also<br />
includes Ed’s current level of academic achievement and functional per<strong>for</strong>mance that serve as a baseline <strong>for</strong> each of<br />
his measurable annual goals.<br />
Baseline <strong>for</strong> Goal 2<br />
Baseline <strong>for</strong> Goal 1<br />
Ed is a four-year-old student who spends most of his time with<br />
adults. He has had very few experiences playing with children<br />
his age. Because of this, Ed’s parents have enrolled him in<br />
the district’s four-year old kindergarten.<br />
Ed’s Mom, reports he likes to “have his own way” and<br />
“doesn’t listen.” His parents find it difficult to read stories to<br />
Ed because of his short attention span (less than three<br />
minutes).<br />
He is able to play alone with toys <strong>for</strong> two to three minutes.<br />
When with other children, he cannot share or interact with toys<br />
without adult assistance. He becomes frustrated and bangs his<br />
Parent<br />
concern<br />
Functional<br />
per<strong>for</strong>mance<br />
Functional<br />
per<strong>for</strong>mance<br />
Need<br />
Draft September 2010 32
How disability affects<br />
involvement in age<br />
appropriate activities.<br />
toys on the floor or throws them at the other children<br />
His short attention span and frustration level interferes with<br />
his ability to recall in<strong>for</strong>mation from books being read to him<br />
and with learning new concepts through interaction with toys<br />
in his environment.<br />
Ed is able to eat by himself and put on his underclothes, t-shirt<br />
and elastic band pants.<br />
Baseline <strong>for</strong> Goal 3 He is not fully toilet trained at this time. He averages 5 to 6<br />
“accidents” per week.<br />
Baseline <strong>for</strong> Goal 4<br />
How disability affects<br />
involvement in age<br />
appropriate activities.<br />
Ed is able to walk, run, and jump independently.<br />
He is very active and especially likes to play on the swingset.<br />
During his first week in the 4K program, his teacher noted<br />
that Ed uses two and three word phrases and asks “what” and<br />
“what doing” questions.<br />
He needs to increase his language use to at least four to five<br />
word sentences. He also needs to learn to ask” who”,”<br />
where”, and “when” questions.<br />
Ed’s use of incomplete sentences and minimal use of questions<br />
interferes with his ability to communicate his wants and needs<br />
and to gain in<strong>for</strong>mation. He understands what students and<br />
adults say to him.<br />
Strength<br />
Functional<br />
per<strong>for</strong>mance<br />
Need<br />
Strength<br />
Functional<br />
per<strong>for</strong>mance<br />
Academic<br />
achievement<br />
Need<br />
Will the student be involved full-time in the general education curriculum or, <strong>for</strong><br />
preschoolers, in age-appropriate activities? Yes □ No (If no, describe the extent to which the<br />
student will not be involved full-time in the general curriculum or, <strong>for</strong> preschoolers, in age-appropriate activities)<br />
<strong>The</strong> student will participate in an alternate or replacement curriculum that is aligned with<br />
alternate achievement standards in: (check all that apply)<br />
__ Reading ___ Math __ Language Arts __ Science __ Social Studies _ Other (specify): NA<br />
<strong>Special</strong> Factors After consideration <strong>for</strong> special factors (behavior, limited English proficiency,<br />
Braille needs, communication needs including deaf/hard of hearing, and assistive technology), is<br />
there a need in any of the areas?<br />
Yes □ No (If yes or student has a visual impairment, attach I-5, “<strong>Special</strong> Factors” page)<br />
Does the student’s behavior impede his/her learning or that of others? Yes □ No<br />
(If yes, include the positive behavioral interventions, strategies, and supports to address that behavior)<br />
Ed cannot share or interact with toys with other children. He becomes frustrated and bangs<br />
his toys or objects on the floor or throws them at the other children. In these situations he<br />
needs and responds well to adult modeling, redirection and gentle reminders.<br />
Draft September 2010 33
Does the student have communication needs that could impede his/her learning? Yes □<br />
No (If yes, include communication needs)<br />
Ed has difficulty communicating his wants and needs and gain in<strong>for</strong>mation. He requires<br />
specially designed language instruction and supports to be able to ask <strong>for</strong> what he needs.<br />
Annual Measurable Goals<br />
Measurable level of<br />
attainment (Referenced<br />
to the <strong>Wisconsin</strong> Model<br />
Early Learning<br />
Standards, 2008<br />
Edition)<br />
Measurable level of<br />
attainment (Referenced<br />
to the <strong>Wisconsin</strong> Early<br />
Learning Standards,<br />
2008 Edition)<br />
Goal 1: While playing with at least one other student, Ed will share and<br />
interact with toys without banging or throwing them without adult<br />
assistance five times per day <strong>for</strong> 10 minutes by May 15. (Social and<br />
Emotional Development, C. Social Competence, C.EL. 2,3)<br />
Benchmarks:<br />
1. Ed will play next to another student using different toys <strong>for</strong> 10<br />
minutes without throwing the toys with adult assistance at least once<br />
per day by October 15.<br />
2. Ed will play with another student using the same toys <strong>for</strong> 10 minutes<br />
without banging the toy with adult assistance by November 15.<br />
3. Ed will play with other students using the same toys <strong>for</strong> 10 minutes<br />
without throwing or banging the toys without adult assistance at<br />
least once per day by January 5.<br />
4. Ed will play with one other student, sharing and interacting with<br />
toys, at least five times per day <strong>for</strong> at least five minutes without adult<br />
assistance by March 15.<br />
Procedures <strong>for</strong> measuring progress toward the annual goal:<br />
1. Data recording twice per week of Ed’s play behavior during play<br />
activities in the classroom and on the playground.<br />
2. Weekly anecdotal records of play behavior during group play<br />
activities in the classroom and on the playground.<br />
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Two times per month phone contact or personal visit with parents.<br />
2. IEP progress notes quarterly.<br />
Goal 2: Ed will listen and attend to individual and small group<br />
activities <strong>for</strong> at least 10 minutes 4 of 5 opportunities. (Approaches to<br />
Learning, A. Curiosity, Engagement and Persistence, A.EL. 2, 3;<br />
Language Development and Communication, A. Listening and<br />
Understanding, A.EL. 1, 2)<br />
Benchmarks:<br />
1. Ed will join friends or family to listen to a story <strong>for</strong> 5 minutes at least<br />
three times per week by November 15.<br />
2. With adult prompts, Ed will maintain focus while participating in a<br />
Draft September 2010 34
Measurable level of<br />
attainment (Referenced<br />
to the <strong>Wisconsin</strong> Early<br />
Learning Standards,<br />
2008 Edition)<br />
Measurable level of<br />
attainment (Referenced<br />
to the <strong>Wisconsin</strong> Early<br />
Learning Standards,<br />
2008 Edition)<br />
small group activity <strong>for</strong> 7 minutes by December 15.<br />
3. When interacting with materials in a teacher directed small group<br />
activity, Ed will maintain focus <strong>for</strong> at least 10 minutes at least three<br />
times per week by February 15.<br />
4. Ed will listen and attend to a 10-minute activity at least three times<br />
per week that includes a story and discussion by March 15.<br />
Procedures <strong>for</strong> measuring progress toward the annual goal:<br />
1. Target one story time, one small group and one individual activity<br />
twice weekly to record time of attending to activity.<br />
2. At least weekly anecdotal records of attending to activities.<br />
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Two times per month phone contact or personal visit with parents.<br />
2. IEP progress notes quarterly.<br />
Goal 3: Ed will use the bathroom so he has no accidents during the day.<br />
(Health and Physical Development A. Physical Health and development,<br />
A.EL.1c; Language Development and communication, B. Speaking and<br />
Communication, B.EL. 2a)<br />
Benchmarks:<br />
1. With adult assistance, Ed will use the toilet at regular intervals daily<br />
by November 1.<br />
2. Ed will tell an adult when he needs to use the bathroom, having no<br />
more than four accidents per week by December 1.<br />
3. Ed will tell an adult when he needs to use the bathroom, having no<br />
more than two accidents per week by April 1<br />
Procedures <strong>for</strong> measuring progress toward the annual goal:<br />
1. Daily data recording of Ed’s telling an adult when he needs to use the<br />
toilet and/or uses the toilet by himself.<br />
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Two times per month phone contact or personal visit with parents.<br />
2. IEP progress notes quarterly.<br />
Goal 4: Ed will increase his use of language by using 4-5 word<br />
sentences when he talks with adults and students 75% of opportunities.<br />
(Language Development and Communication B. Speaking and<br />
Communication, B.EL.2a, 2b, 2c)<br />
Objectives:<br />
1. With the assistance of picture cues, Ed will use 4-5 word sentences<br />
when he tells a story or talks to his family 75% of opportunities.<br />
2. Using verbal models and visual cues, Ed will ask “who, where and<br />
Draft September 2010 35
IEP- Program Summary<br />
when questions” when he needs in<strong>for</strong>mation from an adult or a<br />
student 90% of opportunities.<br />
3. Using verbal models and visual cues, Ed will use “no, not, can’t,<br />
don’t” within a sentence that contains a noun and a verb and 4-5<br />
words 90% of opportunities.<br />
Procedures <strong>for</strong> measuring progress toward the annual goal:<br />
1. Language sample once every three months.<br />
2. Data recording twice weekly of asking questions, using negative<br />
sentences and using plurals.<br />
3. Anecdotal records of Ed’s use of language.<br />
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Two times per month phone call or personal visit with parent.<br />
2. IEP progress notes quarterly.<br />
Physical education: Regular □ <strong>Special</strong>ly designed<br />
Vocational education: □ Regular □ <strong>Special</strong>ly designed NA<br />
Include a statement <strong>for</strong> each of I, II, III and IV below to allow the student (1) to advance appropriately<br />
toward attaining the annual goals; (2) to be involved and progress in the general education curriculum; (3)<br />
to be educated and participate with other students with and without disabilities to the extent appropriate,<br />
and (4) to participate in extracurricular and other nonacademic activities. Include frequency, location, &<br />
duration (if different from IEP beginning and ending dates).<br />
I. <strong>Special</strong> <strong>Education</strong> Frequency/<br />
Amount<br />
One-to-one and small group instruction in the Three days per<br />
areas of social-emotional, self-help, and week– 60<br />
language skills.<br />
minutes per day<br />
One-to-one speech/language therapy <strong>for</strong> One day per<br />
language usage.<br />
week – 30<br />
minutes per day<br />
One day per<br />
week– 30<br />
minutes per day<br />
Location Duration<br />
General<br />
<strong>Education</strong><br />
<strong>The</strong>rapy room<br />
General<br />
<strong>Education</strong><br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
II. Related services needed to benefit from special education including frequency, location, and<br />
duration (if different from IEP beginning and ending dates).<br />
None needed to benefit from special education<br />
Draft September 2010 36
III. Supplementary aids and services: aids,<br />
services, and other supports provided to or on<br />
behalf of the student in regular education or other<br />
educational settings.<br />
Yes □ No (If yes, describe)<br />
Picture cues to be used as a communication tool. Picture cues<br />
used when<br />
telling a story<br />
to family and<br />
other students<br />
Visual/picture cues <strong>for</strong> following directions and<br />
routines.<br />
IV. Program modifications or supports <strong>for</strong><br />
school personnel<br />
Yes □ No (If yes, describe)<br />
Consultation regarding the implementation of<br />
accommodations, modifications, and cueing system.<br />
Freq / Amt Location Duration<br />
Visual/picture<br />
cues used <strong>for</strong><br />
following all<br />
directions and<br />
routines<br />
30 minutes per<br />
month<br />
General<br />
<strong>Education</strong><br />
General<br />
<strong>Education</strong><br />
General<br />
<strong>Education</strong><br />
Participation in Regular <strong>Education</strong> Classes<br />
□ <strong>The</strong> student will participate full-time with non-disabled peers in regular education classes, or <strong>for</strong><br />
preschoolers, in age-appropriate settings.<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
<strong>The</strong> student will not participate full-time with non-disabled peers in regular education classes, or <strong>for</strong><br />
preschoolers, in age-appropriate settings. (If you have indicated a location other than regular education classes<br />
or age-appropriate settings in the case of a preschooler in I, II, or III above, you must check this box and explain<br />
why full-time participation with non-disabled peers is not appropriate.)<br />
Currently, Ed is attending the school district’s four-year old kindergarten. Ed has significant<br />
developmental delays in the areas of language, social-emotional and self-help skills. <strong>The</strong> IEP<br />
team considered education full-time in an early childhood special education environment, but<br />
determined Ed needed to spend the majority of his school day with his non-disabled peers in<br />
order to meet his goals and objectives. Due to his language delays, he needs to leave the<br />
classroom to receive individual speech and language therapy <strong>for</strong> 30 minutes one day per week.<br />
Participation in Extracurricular and Nonacademic Activities<br />
Will the student be able to participate in extracurricular and nonacademic activities with<br />
nondisabled students? Yes □ No (If yes, include under I., II., III., and IV. any special education,<br />
related services, supplementary aids and services, and program modifications or supports necessary to assist the<br />
student. If no, describe the extent to which the student will not be involved in extracurricular and nonacademic<br />
activities with nondisabled students)<br />
Ed will need adult assistance with self-help skills and adult supervision when interacting with<br />
other children in unstructured environments.<br />
Draft September 2010 37
Erin’s IEP<br />
Present Level of Academic Achievement and Functional Per<strong>for</strong>mance (PLAAFP)<br />
Erin is a sixteen-year-old girl who enjoys interacting with both adults and peers. She has<br />
recently begun to initiate conversations with adults. Her mom and dad are very concerned about<br />
her ability to communicate and work outside the home when she is finished with school. Fifty<br />
percent of the time, her communications and interactions are inappropriate because she does not<br />
have the verbal skills to communicate her thoughts, wants and needs. When Erin becomes<br />
frustrated, she sometimes bites her hand. This happens three times weekly, on average. Erin’s<br />
communication and social interaction skills are significantly delayed at approximately the 6-year<br />
old level. At the present time, she asks questions to get in<strong>for</strong>mation and answers questions asked<br />
of her about half the time. She needs to learn words that will help her interact with others in the<br />
classroom, school, community, at home, and on the job. She can identify twenty words and their<br />
meanings. Erin can tell time to the hour and can identify the appropriate measurement tools<br />
(ruler, tape measure and scale), but cannot yet use these tools to determine measurement of real<br />
objects.<br />
Erin’s severely delayed communication and social skills contribute significantly to her academic<br />
skill level and affect her participation in all environments. She currently per<strong>for</strong>ms at the Basic<br />
level of proficiency in Math and Reading using the <strong>Wisconsin</strong> Extended Grade Band Standards.<br />
In a classroom setting, she can work independently on tasks at her level, knows what to do next<br />
if given a task to complete and knows what to do if she encounters a problem. She is learning to<br />
transfer learned skills into daily living situations at home and school. At the present time, Erin<br />
can function independently about 30% of the time. Erin needs to increase her ability to function<br />
independently at home, school and in the community when a task needs to be completed and the<br />
routine is changed. Erin enjoys being around older people. Erin has not participated in any work<br />
exploration. A post-school outcome would be to live in a community-based living arrangement<br />
and work with older people in a supported work environment such as a nursing home or senior<br />
citizen center.<br />
Annotated Text <strong>for</strong> Erin’s Present Level of Academic Achievement and Functional Per<strong>for</strong>mance<br />
<strong>The</strong> following annotated copy of Erin’s Present Level of Academic Achievement and Functional Per<strong>for</strong>mance<br />
(PLAAFP) is <strong>for</strong> training purposes ONLY. It contains the following in<strong>for</strong>mation: strengths, needs resulting from<br />
Erin’s disability that affect involvement and progress in the general education curriculum; needs resulting from her<br />
disability that affect behavior, motor, communication, social-emotional or self-help skills; and parent concerns. It<br />
also includes Erin’s current level of academic achievement and functional per<strong>for</strong>mance that serve as a baseline <strong>for</strong><br />
each of her measurable annual goals.<br />
Erin is a sixteen-year-old girl who enjoys interacting with<br />
both adults and peers. She has recently begun to initiate<br />
conversations with adults.<br />
Her mom and dad are very concerned about her ability to<br />
communicate and work outside the home when she is<br />
finished with school.<br />
Strength<br />
Functional<br />
per<strong>for</strong>mance<br />
Parent concern<br />
Draft September 2010 38
Baseline <strong>for</strong> Goal 2 50% of the time, her communication and interactions are<br />
inappropriate because she does not have the verbal skills<br />
to communicate her thoughts, wants and needs. When<br />
Erin becomes frustrated, she sometimes bites her hand.<br />
This happens 3 times weekly, on average.<br />
Erin’s communication and social interaction skills are<br />
significantly delayed at approximately the 6-year old<br />
level.<br />
Baseline <strong>for</strong> Goal 1 At the present time, she asks questions to get in<strong>for</strong>mation<br />
and answers questions asked of her about half the time.<br />
She needs to learn words that will help her interact with<br />
others in the classroom, school, community, at home and<br />
on the job.<br />
Baseline <strong>for</strong> Goal 3 Currently she can identify twenty words and their<br />
meanings. Erin can tell time to the hour.<br />
Baseline <strong>for</strong> Goal 4 Erin can identify the appropriate tool used <strong>for</strong><br />
measurement (ruler, tape measure and scale), but cannot<br />
yet use these tools to determine measurement of real<br />
objects.<br />
How disability<br />
affects involvement<br />
in general<br />
curriculum.<br />
Erin’s severely delayed communication and social skills<br />
contribute significantly to her academic skill level and<br />
affect her participation in all environments. She currently<br />
per<strong>for</strong>ms at the basic level of proficiency in Math and<br />
Reading using the <strong>Wisconsin</strong> Extended Grade Band<br />
Standards.<br />
In a classroom setting, she can work independently on<br />
tasks at her level, knows what to do next if given a task to<br />
complete, and knows what to do if she encounters a<br />
problem.<br />
Baseline <strong>for</strong> Goal 5 She is learning to transfer learned skills into daily living<br />
situations at home and school. At the present time, Erin<br />
can function independently about 30% of the time.<br />
Erin needs to increase her ability to function<br />
independently at home, school and in the community when<br />
a task needs to be completed and the routine is changed.<br />
Need<br />
Functional<br />
per<strong>for</strong>mance<br />
Need<br />
Academic<br />
achievement<br />
Academic<br />
achievement<br />
Need<br />
Strength<br />
Functional<br />
per<strong>for</strong>mance<br />
Need<br />
Erin enjoys being around older people. Strength<br />
Baseline <strong>for</strong> Goal 6 Erin has not participated in any work exploration.<br />
A post-school outcome would be to live in a communitybased<br />
living arrangement and work with older people in a<br />
supported work environment such as a nursing home or<br />
senior citizens center.<br />
Need<br />
Draft September 2010 39
General <strong>Education</strong> Curriculum<br />
Will the student be involved full-time in the general education curriculum or, <strong>for</strong> preschoolers, in<br />
age appropriate activities? Yes No (If no, describe the extent to which the student will not be<br />
involved full-time in the general curriculum or, <strong>for</strong> preschoolers, in age –appropriate activities)<br />
Erin’s academic and independent living skills are well below her chronological age level. She<br />
is needs an alternate curriculum based on the <strong>Wisconsin</strong> Extended Grade-Band Standards.<br />
<strong>The</strong> student will participate in an alternate or replacement curriculum that is aligned with<br />
alternate achievement standards in: (check all that apply)<br />
_X_ Reading _X_ Math _X_ Language Arts _X_ Science _X_ Social Studies __Other (specify):<br />
<strong>Special</strong> Factors After consideration <strong>for</strong> special factors (behavior, limited English proficiency,<br />
Braille needs, communication needs including deaf/hard of hearing, and assistive technology), is<br />
there a need in any of the areas?<br />
Yes □ No (If yes or student has a visual impairment, attach I-5, “<strong>Special</strong> Factors” page)<br />
Does the student’s behavior impede his/her learning or that of others? Yes □ No<br />
(If yes, include the positive behavioral interventions, strategies, and supports to address that behavior)<br />
Erin sometimes bites her hand when frustrated, has difficulty with transitions, and does not<br />
always know how to act in social situations. In these situations she needs and responds well<br />
to adult modeling, prompts and schedule reminders.<br />
Does the student have communication needs that could impede his/her learning?<br />
Yes □ No (If yes, include communication needs)<br />
Erin has difficulty communicating her wants, thoughts and needs. She requires specially<br />
designed language instruction and supports to address this need.<br />
Annual Measurable Goals<br />
Measurable level of<br />
attainment (Referenced<br />
to the <strong>Wisconsin</strong><br />
Extended Grade-Band<br />
Standards)<br />
Goal 1: When talking with adults and peers, Erin will increase her<br />
ability to ask questions when appropriate and answer questions<br />
appropriately 90% of the time.<br />
Objectives:<br />
1. With verbal models and cues, Erin will answer “what, where, when,<br />
or who” questions correctly 90% of the time.<br />
2. With verbal cues, Erin will ask adults and peers questions that relate<br />
to the current task or situation 90% of the time.<br />
Procedures <strong>for</strong> measuring the student’s progress toward meeting<br />
the annual goal:<br />
1. Interviews with Erin’s teachers, paraeducator, and other school staff<br />
Draft September 2010 40
with whom she interacts to record data about question asking and<br />
answering.<br />
2. Phone conversations with parents to record data about question<br />
asking and answering.<br />
3. Targeted data recording in the classroom while Erin is engaged in<br />
activities.<br />
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Twice monthly phone contacts.<br />
2. Quarterly parent conferences.<br />
3. Written progress report at the same times as regular high school<br />
reporting periods.<br />
Goal 2: Erin will increase her ability to independently communicate<br />
with adults and peers by telling others what she is thinking, wanting or<br />
needing by meeting the following objectives:<br />
Objectives:<br />
1. With verbal cues, Erin will ask <strong>for</strong> help when she needs assistance<br />
90% of the time.<br />
2. With prompting from an adult or peer, Erin will respond with at least<br />
one or two words that are related to the topic 90% of the time.<br />
3. Erin will increase the length of her sentences to at least three words<br />
when provided with a picture story and asked to tell what is<br />
happening in each of the pictures.<br />
4. When reminded to use words, Erin will decrease the incidents of<br />
biting her hand to no more than one occurrence per week.<br />
Procedures <strong>for</strong> measuring progress toward the annual goal:<br />
1. Interviews with Erin’s teachers, paraeducator, and other school staff<br />
with whom she interacts to record data about Erin’s communication<br />
regarding her thoughts, wants and needs.<br />
2. Phone conversations with parents to record data about Erin’s<br />
communication regarding her thoughts, wants and needs.<br />
3. Targeted data recording in the classroom while Erin is engaged in<br />
communication activities.<br />
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Twice monthly phone contacts.<br />
2. Quarterly parent conferences.<br />
3. Written progress report at the same times as regular high school<br />
reporting periods.<br />
Draft September 2010 41
Measurable level of<br />
attainment (Referenced<br />
to the <strong>Wisconsin</strong><br />
Extended Grade-Band<br />
Standards)<br />
Measurable level of<br />
attainment (Referenced<br />
to the <strong>Wisconsin</strong><br />
Extended Grade- Band<br />
Standards)<br />
Goal 3: Erin will identify 30 words and their meanings that are used in<br />
her everyday life. (Reading, Grade 10, Extended Grade Objective 1A)<br />
Objectives:<br />
1. When given 30 sight words connected to real objects or pictures,<br />
Erin will identify and match each word to an object or picture.<br />
2. When provided with cues from an adult, Erin will be able to locate or<br />
follow directions based on 30 signs that are used frequently in the<br />
school building, at home and in the community.<br />
Procedures <strong>for</strong> measuring the student’s progress toward meeting<br />
the annual goal:<br />
1. Data recording of Erin’s ability to read functional words which<br />
occur in the school environment.<br />
2. Data recording of Erin’s ability to read functional words which<br />
occur in the community.<br />
3. Monthly phone conversations with parents to record data about<br />
Erin’s ability to read functional words at home and in the<br />
community.<br />
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Twice monthly phone contacts.<br />
2. Quarterly parent conferences.<br />
3. Written progress report at the same times as regular high school<br />
reporting periods.<br />
Goal 4: Erin will independently select and use the appropriate tools<br />
(ruler, tape measure and scale) to determine measurement of real<br />
objects. (Mathematics, Grade 10, Extended Grade Objective Da1)<br />
Benchmarks:<br />
1. Following a visual model and a verbal cue, Erin will use a variety of<br />
measurement tools to measure everyday objects to the nearest unit by<br />
the end of 2 nd quarter.<br />
2. Using a verbal cue, Erin will use a variety of measurement tools to<br />
measure everyday objects to the nearest unit by the end of 3 rd quarter.<br />
Procedures <strong>for</strong> measuring the student’s progress toward meeting<br />
the annual goal:<br />
1. Observation and charting of Erin’s ability to select and use a variety<br />
of measurement tools to measure everyday objects to the nearest unit.<br />
2. Phone conversations with parents regarding Erin’s selection and use<br />
of a variety of measure tools to measure everyday objects.<br />
3. Targeted data recording in the classroom while Erin uses a variety of<br />
measurement tools to measure everyday objects to the nearest unit.<br />
Draft September 2010 42
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Twice monthly phone contacts.<br />
2. Quarterly parent conferences.<br />
3. Written progress report at the same times as regular high school<br />
reporting periods.<br />
Goal 5: Erin will increase her ability to complete functional<br />
independent living tasks from 30% to 90% of the time.<br />
Objectives:<br />
1. Given directions by an adult, Erin will complete tasks such as<br />
cleaning the tables in the cafeteria, vacuuming the room, arranging<br />
supplies on the shelf, sorting different types of paper products into<br />
categories, cleaning her room at home, doing the dishes within the<br />
given amount of time and meeting the stated quality expectations as<br />
identified by the adult.<br />
2. Following a model and instruction, Erin will independently wash,<br />
dry, fold and hang up clothes at the laundromat.<br />
3. Following a model and instruction, Erin will be able to maintain,<br />
organize and keep a clean work area 90% of the time she is working<br />
on a project.<br />
4. Given adult prompts, Erin will be able to think about and verbalize<br />
at least one alternative when a known routine is changed.<br />
Procedures <strong>for</strong> measuring the student’s progress toward meeting the<br />
annual goal:<br />
1. Anecdotal in<strong>for</strong>mation from Erin’s teachers, paraeducator, and other<br />
school staff with whom she interacts about her completion of<br />
functional independent living tasks.<br />
2. Phone conversations with parents about Erin’s completion of<br />
functional independent living tasks.<br />
3. Targeted data recording in the classroom while Erin is engaged in<br />
activities.<br />
When periodic reports about student progress toward meeting the<br />
annual goal will be provided to the parents:<br />
1. Twice monthly phone contacts.<br />
2. Quarterly parent conferences.<br />
3. Written progress report at the same times as regular high school<br />
reporting periods.<br />
Goal 6: Erin will explore work through a supported work experience in<br />
three of the five nursing homes in the community.<br />
Objectives:<br />
1. With adult assistance, Erin will choose three nursing homes where<br />
she would like to work. Choices will be made considering the work<br />
tasks available and Erin’s interests.<br />
Draft September 2010 43
Participation in Statewide Assessments<br />
2. With weekly supervision and coaching, Erin will work <strong>for</strong> eight<br />
weeks at each of three nursing home sites she has chosen.<br />
3. With adult assistance, Erin will talk about each work experience and<br />
how it met her interests.<br />
Procedures <strong>for</strong> measuring the student’s progress toward meeting<br />
the annual goal:<br />
1. Observations of Erin’s work at each job site.<br />
2. Interviews with each of Erin’s employers.<br />
3. Review of monthly checklist completed by each employer.<br />
4. Interviews with Erin.<br />
When will reports about the student’s progress toward meeting the<br />
annual goal be provided to parents?<br />
1. Twice monthly phone contacts.<br />
2. Quarterly parent conferences.<br />
3. Written progress report at the same times as regular high school<br />
reporting periods.<br />
<strong>The</strong> student will be in (circle) 3d, or 4th, or 5th, or 6th, or 7th, or 8th, or 10th grade when the<br />
<strong>Wisconsin</strong> Knowledge and Concepts Examination-Criteria Reference Test (WKCE-CRT) is given.<br />
Check only one of the two boxes below:<br />
� <strong>The</strong> student will be taking the WKCE <strong>for</strong> all content areas required at this grade level.<br />
For students taking the WKCE, complete the assessment and accommodations grid below. Document the<br />
accommodations, if any, needed <strong>for</strong> each of the content areas <strong>for</strong> students taking the WKCE.<br />
OR<br />
<strong>The</strong> student will be taking the WAA-SwD <strong>for</strong> all content areas required at this grade level.<br />
If yes, the <strong>Wisconsin</strong> Alternate Assessment (WAA) Participation Checklist is included with the IEP. For<br />
students taking the WAA-SwD document the accommodations, if any, needed <strong>for</strong> the alternate assessment.<br />
Student<br />
will<br />
participate<br />
in the:<br />
WKCE<br />
without<br />
accommod<br />
ations<br />
WKCE<br />
with accommodations (list<br />
accommodations <strong>for</strong> each<br />
content area)<br />
Reading Accommodations:<br />
Math Accommodations:<br />
Science Accommodations:<br />
Language<br />
Arts<br />
Social<br />
Studies<br />
Accommodations:<br />
Accommodations:<br />
WAA-SwD<br />
(list accommodations <strong>for</strong> each<br />
content area)<br />
Accommodations:<br />
• None needed<br />
Accommodations:<br />
• None needed<br />
Accommodations:<br />
• None needed<br />
Draft September 2010 44
* <strong>The</strong> attached WAA participation checklist describes why the student cannot participate in the<br />
regular assessment and why the alternate assessment is appropriate.<br />
Participation In District-Wide Assessments<br />
� District-wide assessments given District-wide assessments not given<br />
� Student will not be in the grade when a district-wide assessment is given<br />
WAA-SwD Participation Checklist<br />
Participation Criteria<br />
1. <strong>The</strong> student’s curriculum and daily instruction focuses on knowledge and<br />
skills specified in the Extended Grade Band Standards.<br />
2. <strong>The</strong> student’s present level of academic and functional per<strong>for</strong>mance<br />
significantly impedes participation and completion of the general education<br />
curriculum even with significant program modifications.<br />
3. <strong>The</strong> student requires extensive direct instruction to accomplish the acquisition,<br />
application, and transfer of knowledge and skills.<br />
4. <strong>The</strong> student’s difficulty with the regular curriculum demands is primarily due<br />
to his/her disability, and not to excessive absences unrelated to the disability,<br />
or social, cultural, or environmental factors.<br />
YES NO<br />
Transition<br />
List the date and method of inviting the student to IEP team meeting (if the student’s name was not included<br />
on the invitation to the IEP meeting)<br />
January 22, 2009 by written invitation<br />
List the steps that were taken to ensure that the student’s preferences and interests are considered (if the<br />
student is not at the IEP team meeting)<br />
Erin attended the IEP team meeting.<br />
State measurable postsecondary goal(s) based upon age appropriate transition assessments related to<br />
education, training, employment and where appropriate independent living skills. (Note: <strong>for</strong> each<br />
measurable postsecondary goal(s) there must be at least one measurable annual goal included in the IEP that will<br />
help the student make progress towards meeting the stated postsecondary goal(s)).<br />
<strong>Education</strong>, Training, and Employment:<br />
After graduation, Erin will receive training to work in a nursing home in a supportive<br />
work environment.<br />
Where appropriate, Independent Living Skills:<br />
After graduation, Erin will live in a community based living arrangement.<br />
Draft September 2010 45<br />
X<br />
X<br />
X<br />
X
Are the measurable postsecondary goal(s) based on age appropriate transition assessments and are<br />
those assessments documented? Yes □ No<br />
Transition Services means a coordinated set of activities designed within a results-oriented process<br />
focused on improving the academic and functional achievement of the child with a disability to facilitate<br />
the child’s movement from school to post-school activities, including post-secondary education,<br />
vocational education, integrated employment (including supported employment), continuing and adult<br />
education, adult services, independent living, or community participation and is based on the student’s<br />
needs, taking into account the student’s strengths, preferences and interests.<br />
Describe the transition services needed to assist the student in reaching the above goals, (Transition services<br />
include but are not limited to instruction, related services, community experience, integrated employment including<br />
supported employment, development of employment and other post-school adult living objectives, functional<br />
vocational evaluations and if appropriate, the acquisition of daily living skills.) (If the transition services are<br />
contained elsewhere in this IEP, you may provide a cross reference.)<br />
See IEP goal 5, Erin will increase her ability to complete functional independent living tasks<br />
from 30% to 90% of the time.<br />
See IEP goal 6, Erin will explore work through a supported work experience in three of the<br />
five nursing homes in the community.<br />
Will other agencies likely be involved in providing or paying <strong>for</strong> any transition services?<br />
Yes □ No If yes, describe the services:<br />
DVR will assess Erin <strong>for</strong> work skills and will schedule an interview with Erin to determine her<br />
eligibility <strong>for</strong> DVR services next school year.<br />
ADRC will assess qualifications <strong>for</strong> Family Care/IRIS in determining living arrangements<br />
and supportive employment assistance to working in the community next school year.<br />
If yes, were representative of the other agencies, with parent consent, invited to the IEP meeting?<br />
Yes □ No (if no, why not?)<br />
Describe the course(s) of study that focus on academic and functional achievement needed to assist<br />
the student in reaching the above goals.<br />
Erin will be enrolled in Reading, Math, Health, Adaptive P.E., Independent Living Skills,<br />
Foods 1 Social Skills, and Supported Work Experience.<br />
Transfer of Rights<br />
Will the student reach his/her 17 th birthday during the timeframe of the IEP or has the student reached<br />
the age of 18?<br />
Yes □ No (If yes, specify how the student and parents have been in<strong>for</strong>med of the rights which will transfer<br />
or have transferred to the student at age 18 if no legal guardian has been appointed)<br />
This was discussed at the IEP team meeting. Parents will begin process to obtain<br />
guardianship <strong>for</strong> Erin so that it can be in place at her 18th birthday.<br />
Draft September 2010 46
IEP- Program Summary<br />
Physical education: □ Regular <strong>Special</strong>ly designed<br />
Vocational education: □ Regular <strong>Special</strong>ly designed<br />
Include a statement <strong>for</strong> each of I, II, III and IV below to allow the student (1) to advance appropriately<br />
toward attaining the annual goals; (2) to be involved and progress in the general education curriculum; (3)<br />
to be educated and participate with other students with and without disabilities to the extent appropriate,<br />
and (4) to participate in extracurricular and other nonacademic activities. Include frequency, location, &<br />
duration (if different from IEP beginning and ending dates).<br />
I. <strong>Special</strong> education Frequency/<br />
Amount<br />
Academic skills instruction 90 minutes per<br />
day, 5 times a<br />
Independent Living, Communication and Social<br />
Skills<br />
week<br />
120 minutes<br />
per day, 2<br />
times a week<br />
50 minutes, 2<br />
times per week<br />
30-45 minute,s<br />
5 days per week<br />
90 minutes, 2<br />
times per week<br />
<strong>Special</strong>ly Designed Physical <strong>Education</strong> 50 minutes, 2<br />
times per week<br />
Work Experience – Three Nursing Homes, eight 3 hours, 3<br />
weeks at each site<br />
times per week<br />
(8 weeks per<br />
Nursing home)<br />
Location Duration<br />
<strong>Special</strong><br />
education<br />
<strong>Special</strong><br />
education<br />
classroom<br />
FACE<br />
Classroom<br />
Other school<br />
settings<br />
(cafeteria,<br />
hallway,<br />
library)<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
Second<br />
semester<br />
Same as<br />
IEP<br />
community Same as<br />
settings IEP<br />
Gym First<br />
semester<br />
Community Same as<br />
settings IEP<br />
II. Related services needed to benefit from special education including frequency, location, and duration<br />
(if different from IEP beginning and ending dates).<br />
□ None needed to benefit from special education<br />
Speech / Language<br />
Instruction in language use and understanding<br />
Freq/Amnt Location Duration<br />
40 minutes per<br />
week<br />
Transportation Daily between<br />
home and school<br />
General ed.<br />
school and com-<br />
munity settings<br />
Home and<br />
school<br />
Same as<br />
IEP<br />
Same as<br />
IEP<br />
Draft September 2010 47
III. Supplementary aids and services: aids,<br />
services, and other supports provided to or on behalf<br />
of the student in regular education or other<br />
educational settings.<br />
Yes □ No (If yes, describe)<br />
Modified assignments/tasks All assignments/<br />
tasks given<br />
verbally with<br />
accompanying<br />
visual cues<br />
Modified directions All verbal<br />
directions<br />
limited to no<br />
more than<br />
three steps<br />
Assistance to transition between classrooms<br />
/activities<br />
IV. Program modifications or supports <strong>for</strong> school<br />
personnel that will be provided.<br />
Yes □ No (If yes, describe)<br />
Consultation between special education teacher<br />
and lunchroom staff and FACE teacher<br />
Participation in Regular <strong>Education</strong> Classes<br />
Freq / Amt Location Duration<br />
All transitions<br />
that are not<br />
part of her<br />
daily routine<br />
15 minutes per<br />
month<br />
<strong>Special</strong> and<br />
general ed.<br />
classrooms;<br />
other school<br />
and community<br />
settings<br />
<strong>Special</strong> and<br />
general ed.<br />
classrooms;<br />
other school<br />
and community<br />
settings<br />
<strong>Special</strong> and<br />
general ed.<br />
classrooms;<br />
other school<br />
and community<br />
settings<br />
General<br />
education<br />
setting<br />
<strong>The</strong> student will participate full-time with non-disabled peers in regular education classes, or <strong>for</strong><br />
preschoolers, in age appropriate settings.<br />
<strong>The</strong> student will not participate full-time with non-disabled peers in regular education classes, or <strong>for</strong><br />
preschoolers, in age appropriate settings. (If you have indicated a location other than the regular<br />
education classes or age-appropriate settings in the case of a preschooler in I, II, or III above, you must check<br />
this box and explain why full-time participation with non-disabled peers is not appropriate.)<br />
Removal from the general education setting is needed because supplementary aids and<br />
services alone cannot adequately address Erin’s needs. This removal will result in Erin<br />
having fewer opportunities to interact with her peers and learn age appropriate curriculum.<br />
However, not providing special education and related services in a separate setting will result<br />
in Erin’s failure to learn functional independent living skills, and necessary communication<br />
and social skills<br />
Draft September 2010 48
Participation in Extracurricular and Nonacademic Activities<br />
Will the student be able to participate in extracurricular and nonacademic activities with nondisabled<br />
students? Yes □ No (If yes, include under I., II., III., and IV. any special education, related services,<br />
supplementary aids and services, and program modifications or supports necessary to assist the student. If no,<br />
describe the extent to which the student will not be involved in extracurricular and nonacademic activities with<br />
nondisabled students)<br />
Erin will be able to participate in extracurricular and non academic activities with the<br />
support of an adult <strong>for</strong> activities in which written directions are given and multiple transitions<br />
take place.<br />
Draft September 2010 49
Jamal’s IEP<br />
Present Level of Academic Achievement and Functional Per<strong>for</strong>mance (PLAAFP)<br />
Jamal is a 12-year old sixth grade student. His reading decoding and math computation skills are<br />
strong, above grade level. Jamal participates in the general education curriculum <strong>for</strong> all subject<br />
areas. His parents have expressed concerns that Jamal reads quickly and does not understand what<br />
he reads. <strong>The</strong>y are also are concerned about his social interactions and his ability to make friends.<br />
Jamal has a difficult time with time management and keeping material organized without<br />
external supports. To help him stay organized, Jamal uses an assignment notebook, graphic<br />
organizers, and keeps all materials in his individual classrooms. Jamal needs daily support to<br />
make sure these materials are kept up-to-date.<br />
Jamal’s general and special education teachers work with the peers who sit next to him so they<br />
can provide him with “natural supports” <strong>for</strong> academic, social, organizational skills, and <strong>for</strong><br />
following along with classroom activities. This helps him remain on task, keep organized, and<br />
keep focused on classroom discussion. Currently, Jamal can follow one and two step directions<br />
without “natural supports”, but needs cues and supports to follow three and four step directions.<br />
Peers have a greater influence on Jamal than adults and Jamal has expressed a strong preference<br />
<strong>for</strong> peer over adult support. Jamal has two good friends. He is well liked by his peers. <strong>The</strong><br />
ef<strong>for</strong>ts made to develop natural supports in the classroom have given students the ability to get to<br />
know and understand him.<br />
Jamal’s autism makes it difficult <strong>for</strong> him to read body language and social cues, and to<br />
distinguish facial features. Jamal is involved in a social skills curriculum. In structured practice<br />
situations, he is currently able to identify the correct social cue or feeling 50% of the time. In less<br />
structured and real life situations, Jamal has more difficulty correctly identifying the appropriate<br />
cue or feeling, succeeding in 1 out of 4 attempts (25%).<br />
Jamal is learning to regulate himself through the use of a “sensory diet”. He uses “sensory toys”<br />
throughout the day in every class (i.e. balls, Velcro strips, play dough). Jamal has learned when<br />
he needs a break, he can ask to “go to the restroom” and this request will be granted. He uses<br />
this strategy appropriately and without cues.<br />
Jamal can decode high school level text. While he has strong reading decoding skills, he has<br />
difficulty with reading comprehension. On his own, he reads very quickly with little intonation.<br />
He loses the meaning of words and has difficulty answering questions about what he has just<br />
read. On average, given a five paragraph passage, he can correctly answer 1 or 2 of 10<br />
comprehension questions. When asked to read aloud and prompted to attend to punctuation, his<br />
comprehension increases slightly to 30-40%.<br />
Draft September 2010 50
Annotated Text <strong>for</strong> Jamal’s Present Level of Academic Achievement and Functional Per<strong>for</strong>mance<br />
<strong>The</strong> following annotated copy of Jamal’s Present Level of Academic Achievement and Functional<br />
Per<strong>for</strong>mance (PLAAFP) is <strong>for</strong> training purposes ONLY. It contains the following in<strong>for</strong>mation: strengths,<br />
needs resulting from Jamal’s disability that affect involvement and progress in the general education<br />
curriculum; needs resulting from his disability that affect behavior, motor, communication, socialemotional<br />
or self-help skills; and parent concerns. It also includes Jamal’s current level of academic<br />
achievement and functional per<strong>for</strong>mance that serve as a baseline <strong>for</strong> each of his measurable annual goals.<br />
How disability affects<br />
involvement in<br />
general curriculum.<br />
Jamal is a 12-year old sixth grade student. His reading<br />
decoding and math computation skills are strong, above<br />
grade level. Jamal participates in the general education<br />
curriculum <strong>for</strong> all subject areas.<br />
His parents have expressed concerns that Jamal reads<br />
quickly and does not understand what he reads. <strong>The</strong>y are also<br />
are concerned about his social interactions and his ability to<br />
make friends.<br />
Jamal has a difficult time with time management and keeping<br />
material organized without external supports. To help him<br />
stay organized, Jamal uses an assignment notebook, graphic<br />
organizers, and keeps all materials in his individual<br />
classrooms. Jamal needs daily support to make sure these<br />
materials are kept up-to-date.<br />
Jamal’s general and special education teachers work with<br />
the peers who sit next to him so they can provide him with<br />
“natural supports” <strong>for</strong> academic, social, organizational<br />
skills, and <strong>for</strong> following along with classroom activities. This<br />
helps him remain on task, keep organized, and keep focused<br />
on classroom discussion.<br />
Baseline <strong>for</strong> Goal 1 Currently, Jamal can follow one and two step directions<br />
without “natural supports”, but needs cues and supports to<br />
follow three and four step directions.<br />
How disability affects<br />
involvement in<br />
general curriculum.<br />
How disability affects<br />
involvement in general<br />
curriculum.<br />
Peers have a greater influence on Jamal than adults and<br />
Jamal has expressed a strong preference <strong>for</strong> peer over adult<br />
support. Jamal has two good friends. He is well liked by his<br />
peers. <strong>The</strong> ef<strong>for</strong>ts made to develop natural supports in the<br />
classroom have given students the ability to get to know and<br />
understand him.<br />
Jamal’s autism makes it difficult <strong>for</strong> him to read body<br />
language and social cues, and to distinguish facial features.<br />
Baseline <strong>for</strong> Goal 2 Jamal is involved in a social skills curriculum. In structured<br />
practice situations, he is currently able to identify the correct<br />
Strength<br />
Academic<br />
achievement<br />
Parent concern<br />
Need<br />
Functional<br />
per<strong>for</strong>mance<br />
Functional<br />
per<strong>for</strong>mance<br />
Strength<br />
Need<br />
Functional<br />
per<strong>for</strong>mance<br />
Draft September 2010 51
How disability affects<br />
involvement in<br />
general curriculum.<br />
How disability affects<br />
involvement in<br />
general curriculum.<br />
Baseline <strong>for</strong> Goal 3<br />
social cue or feeling 50% of the time. In less structured and<br />
real life situations, Jamal has more difficulty correctly<br />
identifying the appropriate cue or feeling, succeeding in 1 out<br />
of 4 attempts (25%).<br />
Jamal is learning to regulate himself through the use of a<br />
“sensory diet”. He uses “sensory toys” throughout the day<br />
in every class (i.e. balls, Velcro strips, play dough). Jamal<br />
has learned when he needs a break, he can ask to “go to the<br />
restroom” and this request will be granted. He uses this<br />
strategy appropriately and without cues.<br />
Strength<br />
Jamal can decode high school level text. Strength<br />
Academic<br />
achievement<br />
While he has strong reading decoding skills, he has difficulty<br />
with reading comprehension. On his own, he reads very<br />
quickly with little intonation. He loses the meaning of words<br />
and has difficulty answering questions about what he has just<br />
read.<br />
On average, given a five paragraph passage, he can correctly<br />
answer 1 or 2 of 10 comprehension questions. When asked to<br />
read aloud and prompted to attend to punctuation, his<br />
comprehension increases slightly to 30-40%<br />
Need<br />
Academic<br />
achievement<br />
General <strong>Education</strong> Curriculum<br />
Will the student be involved full-time in the general education curriculum or, <strong>for</strong> preschoolers, in age<br />
appropriate activities? Yes No (If no, describe the extent to which the student will not be involved fulltime<br />
in the general curriculum or, <strong>for</strong> preschoolers, in age –appropriate activities)<br />
Jamal participates fully in the general education curriculum.<br />
<strong>The</strong> student will participate in an alternate or replacement curriculum that is aligned with alternate<br />
achievement standards in: (check all that apply)<br />
__ Reading __ Math ___ Language Arts ____ Science __ Social Studies ___Other(specify): NA<br />
<strong>Special</strong> Factors After consideration <strong>for</strong> special factors (behavior, limited English proficiency, Braille<br />
needs, communication needs including deaf/hard of hearing, and assistive technology), is there a need in<br />
any of the areas?<br />
Yes □ No (If yes or student has a visual impairment, attach I-5, “<strong>Special</strong> Factors” page)<br />
Does the student’s behavior impede his/her learning or that of others? Yes □ No<br />
(If yes, include the positive behavioral interventions, strategies, and supports to address that behavior)<br />
Jamal is learning to regulate his behavior through the use of a “sensory diet”. He effectively<br />
uses “sensory toys” throughout the day in every class. He has learned that when he needs a<br />
break he may ask to “go to the rest room”. This request should be granted.<br />
Draft September 2010 52
Annual Measurable Goals<br />
Goal 1: Jamal will follow three and four step directions without support<br />
and five step directions with support in 3 out of 4 opportunities given.<br />
Procedures <strong>for</strong> measuring the student’s progress toward the annual<br />
goal:<br />
Weekly charting of the number of steps Jamal can follow in<br />
per<strong>for</strong>ming classroom activities.<br />
Procedures <strong>for</strong> notifying parents of the child’s progress toward the<br />
annual goal:<br />
1. Monthly phone conference with parents.<br />
2. Written progress report at the time report cards are distributed.<br />
Goal 2: Jamal will identify the correct social cue or feeling in a social<br />
interaction of an individual in 3 out of 5 attempts when practicing with a<br />
peer and/or educator.<br />
Procedures <strong>for</strong> measuring the student’s progress toward the annual<br />
goal:<br />
1. Observation log of Jamal’s interactions with peers and adults.<br />
2. Weekly recording of Jamal’s accuracy of identifying peer and<br />
teachers social cues and feeling during practice sessions.<br />
Procedures <strong>for</strong> notifying parents of the child’s progress toward the<br />
annual goal:<br />
1. Monthly phone conference with parents.<br />
2. Written progress report at the time report cards are distributed.<br />
Goal 3: Given a five paragraph passage, Jamal will correctly identify<br />
75% of the punctuation marks and correctly answer 3 out of 5<br />
comprehension questions when reading aloud.<br />
Procedures <strong>for</strong> measuring the student’s progress toward the annual<br />
goal:<br />
1. Written record of Jamal’s use of identifying punctuation marks<br />
during weekly oral readings.<br />
2. Weekly record of comprehension questions answered correctly during<br />
weekly oral readings.<br />
Procedures <strong>for</strong> notifying parents of the child’s progress toward the<br />
annual goal:<br />
1. Monthly phone conference with parents.<br />
2. Written progress report at the time report cards are distributed.<br />
Draft September 2010 53
Participation in Statewide Assessments<br />
<strong>The</strong> student will be in (circle) 3d, or 4th, or 5th, or 6th, or 7th, or 8th, or 10th grade when the<br />
<strong>Wisconsin</strong> Knowledge and Concepts Examination-Criteria Reference Test (WKCE-CRT) is given.<br />
Check only one of the two boxes below.<br />
<strong>The</strong> student will be taking the WKCE <strong>for</strong> all content areas required at this grade level.<br />
For students taking the WKCE, complete the assessment and accommodations grid below. Document<br />
the accommodations, if any, needed <strong>for</strong> each of the content areas <strong>for</strong> students taking the WKCE.<br />
OR<br />
□ <strong>The</strong> student will be taking the WAA-SwD <strong>for</strong> all content areas required at this grade level.<br />
If yes, the <strong>Wisconsin</strong> Alternate Assessment (WAA) Participation Checklist is included with the IEP.<br />
For students taking the WAA-SwD document the accommodations, if any, needed <strong>for</strong> the alternate<br />
assessment.<br />
Student will<br />
participate<br />
in the:<br />
Reading<br />
Math<br />
Science<br />
Language<br />
Arts<br />
Social<br />
Studies<br />
WKCE<br />
without<br />
accommodations<br />
in<br />
the content<br />
areas of:<br />
WKCE<br />
with accommodations (list<br />
accommodations <strong>for</strong> each<br />
content area)<br />
Accommodations:<br />
• Read directions aloud and<br />
reread as needed. Have Jamal<br />
reread and/or restate directions<br />
in his own words.<br />
• Jamal will take the test with a<br />
small group.<br />
• Jamal will need extra time <strong>for</strong><br />
any timed test.<br />
Accommodations:<br />
• Read directions, questions and<br />
content aloud and reread as<br />
needed. Have Jamal reread<br />
and/or restate directions in his<br />
own words.<br />
• Jamal will take the test with a<br />
small group.<br />
• Jamal will need extra time <strong>for</strong><br />
any timed test.<br />
Accommodations:<br />
• None Needed<br />
Accommodations:<br />
• None Needed<br />
Accommodations:<br />
• None Needed<br />
WAA-SwD<br />
(list accommodations <strong>for</strong> each<br />
content area)<br />
Accommodations:<br />
Accommodations:<br />
Accommodations:<br />
* <strong>The</strong> attached WAA participation checklist describes why the student cannot participate in the regular<br />
assessment and why the alternate assessment is appropriate.<br />
Draft September 2010 54
Participation In District-Wide Assessments<br />
� District-wide assessments given District-wide assessments not given<br />
� Student will not be in the grade when a district-wide assessment is given<br />
List district-wide assessment(s) student will take: NA<br />
Describe appropriate testing accommodations, if any: NA<br />
Alternate Assessment – If the student does not take the regular district-wide assessment,<br />
describe why the student cannot participate in the regular assessment and an alternate districtwide<br />
assessment is appropriate. NA<br />
IEP- Program Summary<br />
Physical education: Regular □ <strong>Special</strong>ly designed<br />
Vocational education: Regular □ <strong>Special</strong>ly designed<br />
Include a statement <strong>for</strong> each of I, II, III and IV below to allow the student (1) to advance appropriately<br />
toward attaining the annual goals; (2) to be involved and progress in the general education curriculum; (3)<br />
to be educated and participate with other students with and without disabilities to the extent appropriate,<br />
and (4) to participate in extracurricular and other nonacademic activities. Include frequency, location, &<br />
duration (if different from IEP beginning and ending dates).<br />
I. <strong>Special</strong> <strong>Education</strong><br />
Frequency/<br />
Amount Location Duration<br />
Social Skills Instruction 30 minutes 2x per <strong>Special</strong> education<br />
week<br />
classroom<br />
Small group instruction in reading,<br />
grammar, and comprehension skills.<br />
Small and large group instruction in<br />
language usage.<br />
30 minutes 3x per<br />
week<br />
Other school<br />
settings (hallways,<br />
playground,<br />
lunchroom<br />
20 minutes daily General education<br />
classroom<br />
30 minutes daily <strong>Special</strong> <strong>Education</strong><br />
Classroom<br />
30 minutes per week<br />
General <strong>Education</strong><br />
Classroom<br />
II. Related services needed to benefit from special education including frequency, location,<br />
and duration (if different from IEP beginning and ending dates).<br />
□ None needed to benefit from special education<br />
Occupational <strong>The</strong>rapy-Work on sensory diet<br />
with Jamal to find successful strategies.<br />
Frequency/<br />
Amount Location Duration<br />
30 minutes per General <strong>Education</strong><br />
week<br />
Classroom<br />
Draft September 2010 55
III. Supplementary aids and services:<br />
aids, services, and other supports provided to or<br />
on behalf of the student in regular education or<br />
other educational settings.<br />
Yes □ No (If yes, describe)<br />
Oral administration of tests.<br />
Additional time to edit and complete writing<br />
assignments.<br />
Classroom materials on tape, audio CD or<br />
electronic text reader.<br />
IV. Program modifications or supports<br />
<strong>for</strong> school personnel that will be provided.<br />
Yes □ No (If yes, describe)<br />
Consultation between classroom teacher<br />
and special education teacher<br />
Consultation between OT, classroom<br />
teacher and special education teacher<br />
Frequency/<br />
Amount Location Duration<br />
Tests having more General education<br />
than 5 questions or<br />
10 words per<br />
question.<br />
classroom<br />
Assignments General education<br />
requiring more<br />
than 5 sentences.<br />
classroom<br />
Literature and General education<br />
subject content not<br />
read in class<br />
classroom<br />
15 minutes weekly General or special<br />
education<br />
classroom<br />
15 minutes monthly General education<br />
classroom<br />
Participation in Regular <strong>Education</strong> Classes<br />
<strong>The</strong> student will participate full-time with non-disabled peers in regular education classes,<br />
or <strong>for</strong> preschoolers, in age appropriate settings.<br />
<strong>The</strong> student will not participate full-time with non-disabled peers in regular education<br />
classes, or <strong>for</strong> preschoolers, in age appropriate settings. (If you have indicated a location other<br />
than the regular education classes or age-appropriate settings in the case of a preschooler in I, II, or III above,<br />
you must check this box and explain why full-time participation with non-disabled peers is not appropriate.)<br />
Removal from the general education classroom is needed because supplementary aids and<br />
services provided in the general education environment alone cannot adequately address<br />
Jamal’s needs. If some social skills and small group academic instruction were not provided<br />
in a separate setting, Jamal would not be able to develop the skills necessary <strong>for</strong> his success<br />
in all other settings.<br />
Participation in Extracurricular and Nonacademic Activities<br />
Will the student be able to participate in extracurricular and nonacademic activities with<br />
nondisabled students? Yes □ No<br />
(If yes, include under I., II., III., and IV. any special education, related services, supplementary aids and services,<br />
and program modifications or supports necessary to assist the student. If no, describe the extent to which the<br />
student will not be involved in extracurricular and nonacademic activities with nondisabled students)<br />
Draft September 2010 56
Appendix B: Tools <strong>for</strong> Developing and<br />
Tracking an IEP<br />
IEP Review Checklist<br />
Access to General Curriculum (Standards & <strong>IEPs</strong>)<br />
Report of Student Progress Toward Annual Goals<br />
Draft September 2010 57
IEP Review Checklist<br />
Present Level of Academic Achievement and Functional Per<strong>for</strong>mance (PLAAFP)<br />
Did you describe what the student is doing now?<br />
strengths<br />
needs related to the student’s disability<br />
parent concerns<br />
current levels of achievement and functional per<strong>for</strong>mance?<br />
Did you describe how the student’s disability affects the student’s involvement and progress<br />
in the general education curriculum, or <strong>for</strong> preschoolers, how the student’s disability affects<br />
involvement in age appropriate activities?<br />
Did you describe to what extent if any the student would not be involved in the general<br />
education curriculum or, <strong>for</strong> preschoolers, age-appropriate activities?<br />
Does the PLAAFP establish a baseline of in<strong>for</strong>mation about the student that can be used as<br />
the starting point from which to determine progress toward annual goals?<br />
Describes both academic and non-academic areas such as classroom, community, bus,<br />
lunchroom.<br />
Includes current <strong>for</strong>mal and in<strong>for</strong>mal educational per<strong>for</strong>mance data.<br />
Describes per<strong>for</strong>mance areas meaningful in the student’s life and daily environment.<br />
Uses understandable language.<br />
Describes learning accommodations, learning strategies.<br />
Does the PLAAFP addresses program modifications, accommodations, learning strategies,<br />
etc. that help the student participate in general education curriculum and environments.<br />
<strong>Special</strong> Factors<br />
Has the IEP team considered special factors without regard to disability category?<br />
behavior<br />
limited English proficiency<br />
communication needs<br />
assistive technology<br />
Have Braille needs been considered <strong>for</strong> students with visual impairments?<br />
Have special communication needs of students with hearing impairments been considered?<br />
Draft September 2010 58
Annual Goals--Short Term Objectives or Benchmarks--Measurement and Reporting<br />
Annual Goal<br />
Did you describe what the student can accomplish in 12 months?<br />
related to meeting the needs resulting from the disability<br />
related to meeting needs that enable involvement in the general curriculum (based on<br />
<strong>Wisconsin</strong> Academic Standards)<br />
related to academic achievement, non-academic activities and functional per<strong>for</strong>mance<br />
Is each annual goal:<br />
measurable? – means observable (you can see it, hear it, count it).<br />
attainable (can be achieved within the term of the IEP)<br />
stated in the following terms: <strong>The</strong> student…will do what…to what level/degree.<br />
Is each goal directly related to meeting a disability related need identified in the present level<br />
of per<strong>for</strong>mance?<br />
Short Term Objectives or Benchmarks<br />
For students with disabilities who take the WAA-SwD, the IEP team must develop short<br />
term objectives or benchmarks <strong>for</strong> each annual goal. Objectives or benchmarks may be<br />
developed <strong>for</strong> students with disabilities who take the WKCE.<br />
Did you describe what the student will need to do to achieve each annual goal?<br />
If the level of attainment is not included in the goal statement, is each short term objective or<br />
benchmark stated in measurable terms<br />
Are the short term objectives or benchmarks:<br />
sequential intermediate steps or temporal milestones to the goal<br />
indicators of progress a student is expected to make that can be measured<br />
intermittently during the year?<br />
Are there at least two short-term objectives or benchmarks <strong>for</strong> each goal?<br />
Measurement and Reporting Procedures<br />
Do the procedures measure progress toward the annual goal?<br />
Is progress on annual goals reported in addition to regular reporting on the student’s progress<br />
in general education subjects or curricular areas?<br />
Does the report address sufficient progress toward the annual goal?<br />
Does the IEP describe when parents will be in<strong>for</strong>med of the student’s progress?<br />
Draft September 2010 59
Participation in State and District Assessments<br />
Has the IEP team considered whether the student will participate in the WKCE (regular<br />
statewide assessment) during the term of the IEP (3 rd , 4 th , 5 th , 6 th , 7 th , 8 th , and 10 th grade)?<br />
If the IEP team has determined the student will participate in the WAA-SwD (alternate statewide<br />
assessment), have they documented the decision using the WAA-SwD Participation Checklist?<br />
Has the IEP team considered whether the student will participate in any standardized district<br />
assessments with or without testing accommodations, or considered if the student needs an<br />
alternate assessment?<br />
For students needing accommodations to participate in regular or alternate state and district<br />
assessments, have these accommodations been listed in the IEP?<br />
For students needing testing accommodations, are the accommodations ones the student is<br />
familiar with and uses during every day instruction?<br />
Transition<br />
Has the student and his or her parent(s) been invited to the IEP meeting to discuss transition?<br />
If the student did not attend, were the student’s needs, preferences, and interests considered?<br />
If the student will be age 14 during the term of the IEP (or younger if appropriate), does the<br />
IEP specify appropriate, measurable postsecondary goals based on age appropriate transition<br />
assessments related to:<br />
training<br />
education<br />
employment<br />
independent living skills, where appropriate<br />
Does the IEP describe the student’s course of study related to the student’s postsecondary<br />
goals?<br />
If appropriate, was a representative of an outside agency invited to the IEP team meeting with<br />
the prior consent of the parent or adult student?<br />
If the student is 18 or will be turning 18 within a year, was the student in<strong>for</strong>med his or her<br />
parental rights and were the student’s parent (s) in<strong>for</strong>med of the transfer of parental rights?<br />
If the student is expected to graduate during the IEP term, discuss the IEP team discuss the<br />
student’s graduation status and develop a per<strong>for</strong>mance summary<br />
Draft September 2010 60
IEP Program Summary: Statement of Services, Participation in Regular <strong>Education</strong><br />
Classes (environment), and Extra Curricular and non-Academic Activities<br />
Has the IEP team considered what is needed to enable the student to be meaningfully<br />
educated with non-disabled peers and progress in the general education curriculum to the<br />
maximum extent possible?<br />
Has the IEP team considered peer reviewed research when determining services?<br />
Has the IEP team described needed student-specific services?<br />
special education (specially designed instruction)<br />
related services<br />
supplementary aids and services<br />
program modifications and supports <strong>for</strong> school personnel?<br />
Has the IEP team clearly described the following <strong>for</strong> each service?<br />
__ frequency and amount (time per scheduled session, or when not possible to state in<br />
time allotment, circumstances/conditions)<br />
location (general or special education classroom, lunchroom, etc.)<br />
duration (generally beginning and ending dates of IEP, unless otherwise specified<br />
Is each statement of amount and frequency appropriate <strong>for</strong> the type of service?<br />
Is each statement of service clear and unambiguous?<br />
Has the IEP team considered whether the student will participate with non-disabled peers in<br />
extracurricular and non-academic activities?<br />
If the student will not participate in the general education environment (age appropriate and<br />
natural settings <strong>for</strong> preschool children) full time, did the IEP team describe why full-time<br />
participation with non-disabled peers is not appropriate and the extent, if any to which the<br />
student will not participate with students without disabilties?<br />
Draft September 2010 61
Sample Report of Student Progress Toward Annual Goals<br />
STUDENT NAME: ______________________<br />
Annual Goals<br />
1. <strong>The</strong> student<br />
will…..<br />
2.<br />
3.<br />
4.<br />
5.<br />
Date:<br />
Summary of<br />
Progress Data<br />
Date:<br />
Summary of<br />
Progress Data<br />
Date:<br />
Summary of<br />
Progress Data<br />
Example code <strong>for</strong> reporting on progress toward the annual goal:<br />
AP = adequate progress<br />
SP = slow progress/emerging<br />
NP = no progress (consider if an IEP team meeting is needed to review goals)<br />
GA = goal attained<br />
Date:<br />
Summary of<br />
Progress Data<br />
Draft September 2010 62
Access to General Curriculum (Standards & <strong>IEPs</strong>)<br />
<strong>The</strong> IEP must enable the student to be involved in and progress in the general curriculum AND<br />
meet any other educational needs that result from the student’s disability.<br />
<strong>The</strong> general curriculum is based on the <strong>Wisconsin</strong> Model Academic Standards and district<br />
benchmarks which are learning targets <strong>for</strong> all students, including those with disabilities. <strong>The</strong><br />
standards provide the lens through which to view classroom instruction, including specially<br />
designed instruction documented in an IEP. Thus, all academic instruction that takes place is<br />
based on standards and district benchmarks.<br />
Other disability related needs may include access skills, social emotional skills, behavior,<br />
communication, self-help and motor skills. In developing the present level of academic<br />
achievement and functional per<strong>for</strong>mance, goals and IEP services, BOTH the academic needs,<br />
defined by standards and district benchmarks, and the student’s other disability related needs<br />
must be addressed to ensure involvement and progress in the general curriculum, no matter<br />
where instruction takes place.<br />
For more in<strong>for</strong>mation on Standards & the IEP refer to A <strong>Guide</strong> Connecting Academic Standards<br />
and <strong>IEPs</strong>, found at http://dpi.wi.<strong>gov</strong>/sped/pdf/iepstandardsguide.pdf<br />
Draft September 2010 63
Appendix C: Resources<br />
Draft September 2010 64
Resources<br />
WEBSITES:<br />
<strong>Special</strong> <strong>Education</strong> <strong>Team</strong> Website Index: http://dpi.wi.<strong>gov</strong>/sped/tm-specedtopics.html<br />
<strong>Special</strong> <strong>Education</strong> IEP resource page: http://dpi.wi.<strong>gov</strong>/sped/sbiep.html<br />
<strong>Special</strong> <strong>Education</strong> In<strong>for</strong>mation Update Bulletins: http://dpi.wi.<strong>gov</strong>/sped/bulindex.html<br />
DPI Sample <strong>Special</strong> <strong>Education</strong> Forms and Notices: http://dpi.wi.<strong>gov</strong>/sped/<strong>for</strong>m_int.html<br />
Sample Forms - http://dpi.wi.<strong>gov</strong>/sped/<strong>for</strong>ms06.html<br />
Forms <strong>Guide</strong> - http://dpi.wi.<strong>gov</strong>/sped/doc/<strong>for</strong>ms-guide.doc<br />
DPI Procedural Compliance resource page: http://dpi.wi.<strong>gov</strong>/sped/spp-selfassmt.html<br />
<strong>IEPs</strong> and Behavior<br />
IEP goals and objectives to address behavior - http://dpi.wi.<strong>gov</strong>/sped/doc/fbaiepintr.doc,<br />
http://dpi.wi.<strong>gov</strong>/sped/doc/iepbehavor.doc<br />
BIPs to <strong>IEPs</strong> - http://dpi.wi.<strong>gov</strong>/sped/doc/fbabipintr.doc, http://dpi.wi.<strong>gov</strong>/sped/ppt/bips_iep.ppt<br />
WDPI Directives <strong>for</strong> the Appropriate Use of Seclusion and Physical Restraint in <strong>Special</strong><br />
<strong>Education</strong> Programs - http://dpi.wi.<strong>gov</strong>/sped/doc/secrestrgd.doc<br />
<strong>IEPs</strong> and Family Involvement<br />
DPI Parent Resource Page - http://dpi.wi.<strong>gov</strong>/sped/hmparents.html<br />
Introduction to <strong>Special</strong> <strong>Education</strong> - http://dpi.wi.<strong>gov</strong>/sped/pdf/intro-se.pdf<br />
<strong>Special</strong> <strong>Education</strong> in Plain Language - http://www.specialed.us/pl-07/pl07-index.html<br />
<strong>Wisconsin</strong> Statewide Parent-Educator Initiative - http://dpi.wi.<strong>gov</strong>/sped/parent.html<br />
Preparing For <strong>The</strong> IEP - http://dpi.wi.<strong>gov</strong>/sped/hmparents.html<br />
Training Opportunities <strong>for</strong> Parents or Educators - http://dpi.wi.<strong>gov</strong>/sped/par_traing.html<br />
Parent Record File in English or Spanish - http://dpi.wi.<strong>gov</strong>/sped/hmparents.html<br />
<strong>Wisconsin</strong> FACETS Downloadable Resources - http://wifacets.org/downres09.html<br />
<strong>Wisconsin</strong> <strong>Special</strong> <strong>Education</strong> Mediation System (WSEMS)- http://www.wsems.us/<br />
Mediation- http://www.wsems.us/mediation.htm<br />
Facilitated <strong>IEPs</strong>- http://www.wsems.us/training/iepfaciliation.htm<br />
WSEMS Resources- http://www.wsems.us/resources.htm<br />
Building the Legacy/Construyendo el Legado: A Training Curriculum on IDEA 2004<br />
National Dissemination Center <strong>for</strong> Children with Disabilities (NICHCY) -<br />
http://www.nichcy.org/Laws/IDEA/Pages/Building<strong>The</strong>Legacy.aspx<br />
Developing Your Child’s IEP (National Dissemination Center <strong>for</strong> Children with Disabilities<br />
(NICHCY) http://www.nichcy.org/in<strong>for</strong>mationresources/documents/nichcy%20pubs/pa12.pdf<br />
<strong>Guide</strong>lines <strong>for</strong> Conflict Management (Portland Oregon School District) -<br />
http://www.directionservice.org/cadre/guidelines5962.cfm<br />
Creating Agreement - http://dpi.wi.<strong>gov</strong>/sped/agreement.html<br />
Draft September 2010 65
<strong>The</strong> Resolution Meeting: A <strong>Guide</strong> <strong>for</strong> Parents and Educatorshttp://www.wsems.us/resmeeeting/index.html<br />
<strong>IEPs</strong> and Transition<br />
DPI Transition Page - http://dpi.wi.<strong>gov</strong>/sped/transition.html<br />
<strong>Wisconsin</strong> Statewide Transition Initiative - http://www.wsti.org/<br />
Transition Professional Development Modules - http://www.wsti.org/prof_dev_modules.php<br />
Transition Action <strong>Guide</strong> - http://dwd.wisconsin.<strong>gov</strong>/dvr/pdf_files/tag.pdf<br />
Opening Doors <strong>Guide</strong>s:<br />
http://dpi.wi.<strong>gov</strong>/sped/pdf/tranopndrs.pdf<br />
http://dpi.wi.<strong>gov</strong>/sped/pdf/tranopndrs-employmt.pdf<br />
http://dpi.wi.<strong>gov</strong>/sped/pdf/tranopndrs-self-determination.pdf<br />
<strong>IEPs</strong>, Standards and Assessment<br />
Students with Disabilities and Standardized Assessment page -http://dpi.wi.<strong>gov</strong>/sped/assessmt.html<br />
Connecting Academic Standards and <strong>IEPs</strong> - http://dpi.wi.<strong>gov</strong>/sped/pdf/iepstandardsguide.pdf<br />
<strong>Wisconsin</strong> Model Academic Standards - http://dpi.wi.<strong>gov</strong>/oea/wkce.html<br />
<strong>Wisconsin</strong> Model Early Learning Standards - http://dpi.wi.<strong>gov</strong>/ec/index.html<br />
<strong>Wisconsin</strong> Assessment Frameworks - http://dpi.wi.<strong>gov</strong>/oea/wkce-crt.html<br />
Assessment Accommodations Matrix - http://dpi.wi.<strong>gov</strong>/oea/pdf/accom09.pdf<br />
<strong>Wisconsin</strong> Alternate Assessment (WAA-SwD) Resource Page-http://dpi.wi.<strong>gov</strong>/sped/assmt-waa.html<br />
Extended Grade Band Standards - http://dpi.wi.<strong>gov</strong>/sped/assmt-extstd.html<br />
WAA-SwD Participation Checklist - http://dpi.wi.<strong>gov</strong>/sped/doc/<strong>for</strong>m-i7a.doc<br />
Least Restrictive Environment:<br />
Environment Codes - http://dpi.wi.<strong>gov</strong>/sped/spp20-envir.html<br />
Preschool Options - http://www.preschooloptions.org/<br />
Other<br />
<strong>Wisconsin</strong> Adaptive Skills Resource <strong>Guide</strong> - http://dpi.wi.<strong>gov</strong>/sped/adaptskills.html<br />
In<strong>for</strong>mation Update Bulletin # 10.07: Describing <strong>Special</strong> <strong>Education</strong>, Related Service,<br />
Supplementary Aids and Services, and Program Modifications or Supports<br />
http://www.dpi.wi.<strong>gov</strong>/sped/bul10-07.html<br />
TEXT RESOURCES:<br />
Bateman, B. D. and Linden, M. (2006). Better <strong>IEPs</strong>: How to develop legally correct and<br />
educationally useful programs. Verona, WI: Attainment Company, Inc.<br />
Draft September 2010 66